Exam Pass Notes

Download (Word)

Core memory spine

• Notice: look for communication differences, sensory triggers, problems with waiting or privacy, and signs of distress.
• Ask: ask what helps rather than assuming based on appearance or diagnosis.
• Adjust: use plain, specific language; offer a quieter space or written prompts; alter timing; or provide local alternatives.
• Slow down: allow extra processing time and reduce pressure whenever feasible.
• Record: document helpful adjustments and communication preferences according to local procedure.
• Escalate: involve a registrant, manager or safeguarding route when access, consent, safety or distress is unclear.

Autism awareness

• Autism is a lifelong neurodevelopmental condition and may be a disability; it is not a behaviour problem.
• The spectrum reflects different patterns of strengths and needs rather than a single mild-to-severe scale.
• Autism is distinct from learning disability or mental health conditions, though these may co-occur.
• Limited eye contact, literal responses, silence or direct language can be communication differences, not rudeness.
• Masking can hide fatigue or distress until the person becomes overwhelmed.

Optical support practice

• Use plain language, give one instruction at a time, explain roles, and provide written information when helpful.
• Describe the steps of booking, arrival, pre-screening, examination, dispensing, collection and follow-up in a predictable way.
• Reduce sensory pressure from bright lights, loud noise, long waits, strong smells, close contact and equipment where possible.
• Ask for consent before touching, adjusting equipment, taking photos or performing other close-contact tasks.
• Keep the patient central to discussions and decisions when companions are present.
• Do not dismiss urgent symptoms, safeguarding concerns, coercion or unclear consent by attributing them to autism.

Recording and escalation

• Record what helped using factual, respectful language.
• Useful adjustments include quieter appointments, written next steps, extra time or advance warning before touch.
• Escalate if there is distress, repeated access barriers, safeguarding concerns, urgent symptoms or uncertainty about consent or capacity.
• Autism-aware care is consistent care: colleagues should be able to repeat the adjustments that worked.