Post-Autism Diagnosis Resource Pack

Post-Autism Diagnosis Resource Pack

Helpful information and resources for those who have been recently diagnosed or self-identified with autism.

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I just found out I am autistic...

You may have many questions. The Disability Service is here to help! Please select a question below for more information. If you have further questions, please contact us at askds@tcd.ie or come to a drop-in at the Disability Hub (any time between 12-2pm, Monday-Friday during term time).

I am feeling overwhelmed. Is that normal?

What does this mean for me? What next?

How can I meet other autistic students?

What supports are available to me at Trinity? How can I access these?

Should I tell other people I am autistic?

How do I find reliable information on autism?

What are common terms I may see when reading about autism?

What are some misconceptions about autism and what's the truth?

Click on a question for more information.

What does this mean for me? What next?

• You may have a lot of questions about your diagnosis and that is completely normal.
• You might have waited for a long time to receive a diagnosis, or it may have come up when you had not expected it. No two individuals will react to receiving an autism diagnosis in the same way.
• Some individuals may feel relieved or joy, others may feel angry that they didn't receive supports sooner, and some may feel as though they are recontextualizing things that have happened in their lives.
• No matter what you are feeling, it is important that you mind your mental health and well-being. Give yourself grace and time to think through what you need moving forward to feel supported and validated.
• A good first step, no matter what you are currently feeling, is to register with the Disability Service. We are here to help you receive the reasonable accommodations that can help you during your time at Trinity. The staff at the Disability Service can also help direct you to other helpful resources and provide you with a safe and private space to discuss your thoughts and questions.
• You may also find it helpful to connect with the autistic community, whether in person, by attending groups like the autism peer support group hosted by the Disability Service, or through resources such as autobiographies written by autistic individuals or late-diagnosed autistic individuals about their experiences.
• Please note, you may not relate to everything contained in resources by and for autistic adults. That is okay! Everyone's experience of autism is unique. The point of reading materials like autobiographies is to help you find community and shared experiences with others, rather than to draw comparisons or find differences. Some autobiographies may be dated or contain information about the history of autism. This can also be helpful to learn about, even if knowledge on autism has since changed.
  • In the same way, you may find it helpful to ask a friend for advice or how they dealt with a particular situation in their lives, reading the stories of other autistic individuals can help give you insight into different strategies and perspectives that you may find helpful post-diagnosis.

Helpful Resources and Links:

Registering with the Disability Service

Peer Support Group and Community

Mental Health and Well-Being

I am feeling overwhelmed. Is that normal?

Helpful Resources

• If you are feeling overwhelmed, please know you are not alone, and there are a variety of resources at Trinity, like the Disability Service, that can help!

• You may be experiencing a wide range of emotions, such as overwhelm, sadness, anger, resolve, joy, or confusion.

• Your feelings are valid and there is no "right" or "wrong" way to feel about your recent diagnosis.

• It is important to note, however, that there are supports available to help you through this process and whatever emotions you might be feeling.

• Linked to this page are a variety of resources and supports that you may find helpful.

• If you have further questions or concerns, please contact us at askds@tcd.ie or come to a drop-in at the Disability Service Hub in Printing House Square (12p-2pm, Monday-Friday during term time).

Student Counselling (individual and group counselling)

TCD Disability Service: Peer Support Groups

AsIAm (Ireland's National Autism Charity)

Trinity's Neurodiversity Society

There are a range of supports available at Trinity that you may find helpful. Click on a topic below for more information on the relevant supports.We recommend that you register with the Disability Service, as some of these supports require registration to access them.

What supports are available to me at Trinity? How can I access these supports?

Academic Supports

Exam Supports

Peer Support Group and Community

Mental Health and Well-Being

Respite Rooms

Campus sensory information

Occupational Therapy

Library Study Spaces

How do I register with Trinity's Disability Service?

See More:

How can I meet other autistic students at Trinity or other autistic people in my community?

You may find it helpful to meet other autistic students or individuals in your community. By engaging with the autistic community, you may benefit from discussing shared experiences and learning helpful tips from others.

Finding Community at Trinity:

• There are a variety of ways to find community at Trinity.

• The Disability Service hosts an autism peer support group during term time, where autistic students and students who think they may be autistic can drop-in to meet one another and chat.
• For more information about this group, please contact askds@tcd.ie

• Trinity also has a Neurodiversity Society (DUNeS), which is open to all students from all years and serves as a space for meeting others and spreading awareness about neurodiversity.

• There is also a wide range of other societes so students of all interests can find a community at Trinity. Whether you feel inclined to participate in primarily autistic spaces or not, there is a group for you at Trinity!

Helpful External Resources:

AsIAm: Adult Support

Thriving Autistic

HSE Information

What are some misconceptions about autism and what's the truth?

Truth

Misconception

While autism is a spectrum and non-autistic individuals may share experiences with autistic individuals, the intensity of these experiences may differ in nuanced ways. Saying that everyone is a "little autistic" may invalidate autistic indviduals' experiences.

Everyone is a "little autistic."

While there is a disproportionate ratio of men to women diagnosed with autism, it has fallen in recent years to 2:1. Research suggests that the disparity in diagnosis rates between men and women is due to outdated diagnostic criteria as well as other societal and individual factors, rather than a true disparity in the number of autistic men and women.

Autism is more common in men.

This is false! Some autistic individuals may express empathy differently, but that does not mean they are less empathetic. In fact, some autistic individuals have a heightened sense of empathy, justice, and fairness relative to their neurotypical peers.

Autistic individuals are less empathetic.

Everyone, regardless of neurotype, has strengths and weaknesses. Discussing autism as though it is a "superpower" exclusively or assuming that all autistic individuals have a special skill does not capture the complexity of being autistic and may make people feel othered.

All autistic people have a special talent or ability.

Autistic individuals may be introverted, extroverted, or somewhere in between, just like non-autistic individuals. Although autism may shape people's experiences and perspectives, there is no one "autistic experience."

Most autistic people are introverts.

Finding reliable information about autism can seem intimidating. You may have many questions including where to look and what to look out for. Below are some "do's and don'ts" to look out for when engaging with resources on autism. Please note: these are not indicative of (un)reliability all of the time and instead are general guildelines of things to look out for.

How do I find reliable information about autism?

Do's

Don'ts

Dn'ts

Signs a resource may be reliable

Signs a resource may be unreliable

• Mentions that there is a diversity of experiences and perspectives within the autism spectrum and neurodivergent individuals more broadly (does not claim to represent all autistic people).

• Includes the perspective of or is written by autistic people (reading memoirs or resources written by and for autistic people can be helpful for some people).

• Contains references to reputable authors and/or scientific journals (if it is a source on autism rather than someone's experience).

• Mentions intersectionality and sees autistic people as diverse and unique.

• Overgeneralises autism (for example, contains phrases like "all autistic people...").

• Overgeneralises non-autistic experiences and assumes there is zero overlap between the autistic and non-autistic experiences.

• Refers directly or indirectly to a "cure" for autism or "preventing" autism.

• Resources that use abelist language like "high/low functioning," or outdated langauge like "aspergers."

• Resource tries to sell you a product or service that you are unsure about (when in doubt, ask someone at Trinity's Disability Service).

• Resources that exclusively focus on parents or educators of autistic people (unless this is relevant to you).

Should I tell other people I am autistic?

• Your decision to tell other people about your diagnosis is completely personal and your choice.

• You should never feel pressured to tell anyone that you are autistic if you do not want to. It should be your decision to tell others when you feel comfortable to do so.

• If you are registered with the Disability Service and have selected "Autistic Spectrum Disorder" as a disability category during your registration, autism will be listed on you LENS report. However, you are under no obligation to disclose your disability to members of staff directly.

• If a member of staff outside of the Disability Service approaches you about your LENS report or disability in a way that makes you feel uncomfrotable, you can report this to your Disability Officer.

• Lecturers should not ask you directly about your diagnosis or disability. They have access to all the necessary information about your reasonable accommodations via your LENS report.

If you would like to discuss this more in a private space, we recommend you connect with TCD Student Counselling or contact your Disability Officer so you can work through your concerns.

When you disclose any kind of disability to others, you deserve to feel listened to, respected, and as though your privacy will be honoured. You also have the right to specify the language you prefer to use to self-identify, for example "autistic person" or "person with autism."

What are common terms or definitions I might see when reading about autism?

Overstimulation

Neurodiversity

Masking

Accommodations

Person/Identity First Language

Stimming

Spectrum

Meltdown

Burnout

AuDHD

Executive Functioning

Shutdown

Social Model of Disability

Accommodations

• Accommodations are supports or adjustments offered by an institution to an individual with a disability so they can participate in that institution.

• Accommodations are developed with the goal of equity in mind.

• At Trinity, students registered with the Disability Service can receive accommodations.

• Autistic students may benefit from a variety of accommodations offered by the Disability Service over the course of their studies.

• Contact askds@tcd.ie to learn more.

Exam Supports

• To receive exam accommodation, you must register with the Disability Service by completing an application for reasonable accommodations.

• From there, you can select whether you would like to receive exam accommodations or not.

• Some examples of exam accommodations include extra time and smaller exam venues.

• Please note, there are deadlines each semester for receiving exam accommodations. You must register and approve your accommodations before these deadlines so they can be implemented for the following exam period.

• For more information on exam accommodations at Trinity, please visit the following link.

Exam supports for Trinity Students

The Social Model of Disability

• There are different models that theorists, educators, professionals, and communities use to describe and conceputalise disability.

• The social model of disability holds that disability is a product of societal barriers that prevent disabled people from participating fully in society.
• In this way, the social model argues that the barriers preventing people with disabilities from participating fully ought to be removed.

• The social model of disability avoids pathologising disability or viewing it as an individual concern and instead argues that society as a whole is responsible for creating a more accessible, equitable, and inclusive environment.

• Trinity's Disability Service is committed to the social model of disability. The Disability Service values the input of students with disabilites and works to make Trinity a community where all students have an equitable opportunity to succeed.

Library Study Spaces

• If you would like information about the sensory spaces available in the libraries on campus, you may visit the following link:

• To learn more about the accommodations available in the library, please visit the following link:

• For more general information on how to use the library, you may find the following link helpful:

Library Sensory Spaces

Inclusive Library Information

Using the Trinity Library

AsIAm Contact Info

Autism Information Line Phone: 0818 234 234 (available to call or instant message) Information line open Monday-Thursday 10-3pm Email: support@asiam.ie

AsIAm

• AsIAm is Ireland's national autism charity. As an organisation, their stated purpose is to advocate for an inclusive society for autistic people that is accessible, accepting, and affirming. AsIAm works to support the autistic community and their families to fully engage in Irish life and build the capacity of society to facilitate true inclusion.

• AsIAm offers a range of supports, including, but not limited to:
• Community Supports.
• Information through their "One Stop Shop" programme.
• Child and family supports.
• Adult supports.
• Autism ID cards.
• Employment supports.

• For more information on AsIAm and their supports, visit the link below.

AsIAm

Burnout

• Burnout can take different forms, but some autistic individuals experience burnout due to chronic stress and pressure without adequate supports.

• Factors that can exacerbate risk for burnout include:
• Feeling unsupported by day-to-day institutions like school, work, or at home.
• Masking, which can take a lot of effort.
• Life stressors and changes.

• Burnout may feel different for everyone, but those experiencing burnout may note feeling consistently chronically tired, overwhelmed, and less sensitive to sensory input.

• For more information on burnout and to receive support, please contact the Disability Service. You may benefit from one-to-one counselling or group counselling from Student Counselling, as well. Your Disability Officer can help you discuss your concerns and needs as well as help make a plan for accessing supports.

Stimming

• Stimming is the shortened word for "self-stimulating behaviour," and can be used to describe repeated movements and behaviours that help someone self-regulate, stay calm, or express emotions.

• If someone's stimming is harmless, there is no reason to try and prevent them from doing it. In fact, trying to stop an autistic person from stimming may have adverse impacts on their well-being.

• Below are some examples of stimming, though there are so many different ways an individual might stim.
• Reapeating words or phrases.
• Rocking or spinning in a chair.
• Hair twirling.

Mental Health and Well-Being

• If you are feeling overwhelmed after your diagnosis or would like help to process how you feel, that is completely normal!

• You are not alone. Some people feel overwhelmed and go through a process of recontextualising things from their lives or grieve not having recieved a diagnosis and supports earlier on. There are supports available for you at Trinity to work through this.

• Minding your mental health and well-being is always important.

Student Counselling Service

Occupational Therapist Support (Disability Service)

Crisis Supports for Students

Overstimulation

• Overstimulation can occur when you are overwhelmed by too much sensory input.

• The experience of overstimulation can feel different for everyone. Some individuals may experience stress, anxiety, and even physical sensations and pain from too much sensory input.

• When experiencing overstimulation, some autistic students may find quiet spaces like respite rooms helpful, others may prefer going for a walk or listening to music.

• To determine what helps when you are feeling overstimulated, it is important to identify and become familiar with your sensory profile.

• Think about the spaces that you are the most comfortable or productive in, or where you feel most like yourself. What makes these spaces unique?
• For example, one individual may like dim spaces with warm lighting, another individual may like spaces with chairs that can spin so they can move in their seat.

• You can explore the different sensory environments on campus via the

• If you are experiencing anxiety and stress from the campus environment and would like to explore your sensory profile in depth, consider contacting your Disability Officer to inquire into Occcupational Therapy.

TCD Sense Map

Respite Rooms

• Respite spaces are quiet rest areas in Trinity where students can take time out during the day to rest and recuperate.

• There are several different respite spaces and they often include comforable seating, dimmable lights, and a calm atmosphere.

• Respite spaces can be helpful if you experience things like fatigue or sensory overwhelm during the day.

• For more information on respite spaces, please visit the following link:

Respite Spaces on Campus

Masking

• Some autistic people experience masking.

• Masking occurs when someone alters their behaviour, preferences, or communication in order to try and align with the norms of others, often to align with neurotypical norms.
• Examples of masking include: forcing oneself to make eye contact even if uncomfortable, intentionally adjusting one's pitch or tone to match others, or rehearsing social intereactions.
• Please note, the examples listed above are by no means comprehensive. Masking can take a range of forms.

Helpful Resources

What is masking?

Student Counselling Contact Info

Phone: 01 896 1407 Email: student-counselling@tcd.ie Address: 3rd floor, 7-9 South Leinster Street Trinity College, Dublin 2.

Student Counselling Service

• The Student Counselling Service offers free, confidential, and non-judgemental support to TCD students who are experiencing personal and/or academic concerns.
• Inquire with the Student Counselling Service about their neuroaffirmative counsellors.
• If you are experiencing difficulties with your mental health and would like to pursue one-on-one counselling with the Student Counselling Service, you can sign up for a SNAP session, which stands for Support and Needs Assessment Planning.
• In the SNAP session, you will meet with a clinician from Student Counselling Service to discuss what you are experiencing and determine what resources and next steps will be most helpful for you.
• To book a SNAP session, please visit the following link:

• For more information on the Student Counselling Service, please click the link below.

• The Student Counselling Service hosts a variety of free group therapy sessions for students.
• Some of the group therapy sessions are drop-in groups, while others require pre-registration or are referral only.
• Some examples of groups hosted by the Student Counselling Service include, but are not limited to:
• Ethnic Minorities Support Group.
• Addiction Recovery and Wellbeing Group.
• Rainbow Group.
• Bereavement Group.
• Compassion Focused Therapy.

• For the complete list of groups offered, when the groups are hosted, and how to join, please visit the link below.

SNAP Booking Link

Student Counselling Service (Groups)

Student Counselling Service (Individual)

Shutdown

• Some autistic individuals may experience shutdowns in response to ovewhelming stress from sensory emotional, or cognitive overload.

• There are many different ways a shutdown my manifest itself. Some potential characterisitcs of shutdowns inlcude:
• Feeling emotional numb or shutdown.
• Physical symptoms including fatigue and headaches.
• Withdrawing from social situations or unresponsive (for example, finding it more diffcult to respond to someone asking them a question).

• If you would like more information about shutdown or feel it is something you may experience, please contact your disability officer or the disability service at askds@tcd.ie.

Identity-First Language and Person-First Language

Identity-First Language

• Individuals who use identity-first language will typically refer to themselves as an "autistic person."
• Identity-first language is more commonly preferred in the autistic community.

Person-First Language

• Individuals who use identity-first language will typically refer to themselves as a "person with autism."
• While person-first language is less commonly preferred, some individuals still use it.

• Ultimately, how you choose to refer to yourself is completely your decision!
• There is no right or wrong way, it is up to you and should be based on what you feel comfortable with.
• If you are unsure of how another autistic person refers to themselves, just ask! It is better to ask than assume.

DUNeS Contact Info.

Email: neurodiversity@csc.tcd.ie Instagram account: dunes_tcd

DUNeS (Neurodiversity Society)

• DUNeS is the Dublin University (or TCD) Neurodiversity Society.
• DUNeS is open to students of all neurotypes and provides a space to explore, educate, and learn about neurodiversity.
• DUNeS hosts a variety of events for members, including social events and gaming nights.
• If you are interested in learning more about the Neurodiversity Society, please visit the link below:

DUNeS (Neurodiversity Society)

Academic Supports

• The Disability Service offers a variety of academic supports to ensure students are equipped with the tools to succeed at Trinity.

• Currently the Disability Service offers online academic supports through the AskDS Blackboard Module and one-to-one supports in the Disability Service Hub.

• One-to-one supports include:
• Planning and managing assingments.
• Structure, editing, and brainstorming.
• Setting deadlines and accountability.

Peer Support Group and Community

• The Disability Service hosts a drop-in group for autistic students during the academic year.
• This group is open to everyone, regardless of diagnosis status.
• The group is a space for autistic students to meet one another, discuss their experiences as students, and form community in a relaxed space.
• For more information about this group, please contact askds@tcd.ie.

• There is also a student-led neurodiversity society on campus (DUNeS).
• This society is open to all students and hosts a variety of events where students can meet one another and spread awareness about neurodiversity.
• For more information, the society's email is: neurodiversity@csc.tcd.ie
• The society's Instagram account username is: @dunes_tcd

Occupational Therapy

• The Disability Service offers occupational therapy to students who may benefit from it.

• The primary goal of occupational therapy is to enable you to participate in activites of everyday life as a student.

• Examples of topics you may work on with your occupational therapist include:
• Getting settled in college.
• Planning academic workload.
• Developing a routine.
• Managing your environment.

• For more information about occupational therapy, please visit the following link:

• You can also ask your Disability Officer for more information and see if a referral to occupational therapy is right for you.

Occupational Therapy Supports

Peer Support Group and Community

• The Disability Service hosts a drop-in group for autistic students during the academic year.
• This group is open to everyone, regardless of diagnosis status.
• The group is a space for autistic students to meet one another, discuss their experiences as students, and form community in a relaxed space.
• For more information about this group, please contact askds@tcd.ie.

• There is also a student-led neurodiversity society on campus (DUNeS).
• This society is open to all students and hosts a variety of events where students can meet one another and spread awareness about neurodiversity.
• For more information, the society's email is: neurodiversity@csc.tcd.ie
• The society's Instagram account username is: @dunes_tcd

Neurodiversity

Neurodivergent is the adjective used to describe individuals whose minds "diverge" from societal norms or expectations of what is "typical." There are a range of different conditions and traits that are under the neurodivergent umbrella, including, but not limited to, autism, ADHD, and OCD.

Neurodiversity refers to the natural variation in human minds. Just as ecosystems contain biodiversity, communities contain neurodiversity.

Neurotypical is the adjective used to describe individuals who are not neurodivergent. Importantly, neurotypical doesn't mean "normal." To be neurotypical means that someone is able to comply with the norms around behaviour, thought processes, and presentation, without adverse consequences to their well-being.

TCD Neurodiversity Society (DUNeS)

Harvard Health: What is Neurodiversity?

Neurodiversity Ireland

Executive Functioning

• Executive functions include a constellation of cognitive abilities that drive goal-oriented behaviour and allow the individual to adapt to an ever-changing world.

• You may experience some difficulties associated with executive functioning.

• Some examples of executive functioning include, but are not limited to:
• Activation: organising tasks and materials, estimating time, getting started.
• Focus: finding, sustaining, and shifting attention as needed.
• Effort: regulating alertness, sustaining motivation and processing speed.
• Emotion: managing frustration and modulating feelings.
• Memory: using working memory and accessing recall.
• Action: monitoring and regulating physical activity.

• For more information on executive functioning and strategies that can help, contact your Disability Officer.

Spectrum

• You will likely come across the word spectrum when learning more about autism.

• Autism is also referred to as Autism Spectrum Disorder (ASD), typically in more medical contexts.
• Using this language, autistic individuals thus are on the autism spectrum.

• There is a common misunderstanding that the spectrum is linear and represents a single dimension based on "functioning." This is an outdated concept and way of looking at autism and oftentimes contribtes to stigma and misunderstanding.

• The autism spectrum is better understood by some as a wheel or pie chart made up of different characteristics.

• Some autistic people may have specific experiences with certain components or characteristics in the wheel to a greater or lesser degree than others. Also, people's experience of autism can vary from day-to-day.

• In this way, the autism spectrum is multidimensional and every autistic person is unique in their preferences, needs, and traits.

• Note: the term "Aspergers" is no longer in use by professionals working in the field. Aspergers is considered integrated into the autism spectrum.
• This means that if you were previously diagosed with or referred to as having aspergers, current terminology would refer to you as autistic.

The photo above is an example of what the autism spectrum, depicted as wheel, might look like for an autistic individual.

Disability Service Contact Info

Email: askds@tcd.ie Phone: (01) 896 3111 Address: Printing House Square, Pearse Street, Dublin 2. Instagram account: tcd.ability Drop-In Hours: 12 pm–2 pm, Monday–Friday during term time.

TCD Disability Service

• Trinity's Disability Service is a student service dedicated to ensuring students with disabilites recieve the supports and reasonable accommodations they need throughout their time at Trinity.
• The Disability Service provides individualised, hollistic supports to students who register, including exam accommodations, access to respite rooms, and services such as occupational therapy.
• The Disability Service also hosts different peer support and drop-in groups throughout the school year including the peer support groups for students with ADHD and autistic students.
• To learn more about the Disability Service and how to register, please visit the link below.

TCD Disability Service

Campus Sensory Information

• Every student has different sensory preferences.

• For autistic students, finding a space that suits their sensory needs can be very important.

• Determining which spaces are the best for you to study, socialise, and decompress in can be challenging.

• Think about which spaces you feel the most calm, productive, and grounded in. What features make these spaces unique?

• You can use the TCD Sense Map to explore the sensory environments of the buildings and spaces on campus to identify which suit you best.

You can also access the Sense Map on your mobile device by typing "TCD Sense Map" into your search engine.

TCD Sense Map

Mental Health and Well-Being

• If you are feeling overwhelmed after your diagnosis or would like help to process how you feel, that is completely normal!

• You are not alone. Some people feel overwhelmed and go through a process of recontextualising things from their lives or grieve not having recieved a diagnosis and supports earlier on. There are supports available for you at Trinity to work through this.

• Minding your mental health and well-being is always important.

Student Counselling Service

Occupational Therapist Support (Disability Service)

Crisis Supports for Students

AuDHD

• AuDHD is the term often used to describe co-occuring autism in ADHD (in other words, when an autistic person also has ADHD).

• AuDHD is steadily gaining more recognition and research interest.

• Current estimates of the rate of co-occurence between autism and ADHD range from 20-85%, meaning that between 20-85% of autistic individuals might also have ADHD.

• If you suspect or know you might also have ADHD, please know, you are not alone! AuDHD individuals may sometimes feel confused about their experiences or as though they do not fully belong in the autistic or ADHD communities.
• Please remember there are supports available and the Disability Service strives to include all students and give them the supports they need to succeed in university.

Links to more information:

TCD Disability Service: AuDHD Information

Embrace Autism: An Introduction to AuDHD

Meltdown

• You may come across the world meltdown when learning more about autism.

• A meltdown is an intense reaction to overwhelm or overstimulation that some autistic people experience.

• Meltdowns can take a variety of forms and can be triggered by sensory and emotional overwhelm.

• Meltdowns are involtunary and are a geniune response to feeling intensely overwhelmed.

• If you want to learn more about meltdowns or feel you might benefit from tips and help, please contact your disability officer.