Consider the key areas of support and intervention which will help Milly from the above case studies and their family. How can principles of good autism practice be used to develop such a support?

Choose Kenji or Milly and analyse one key area of he or she. I choose Milly and focus on her sesory processing。Structure:1.Introduction : (1) Express that the essay will foucs on Milly and focus on her sensory processing. (2) Reasons for why I think these are the key areas for Milly。(3) Introduce the structure of this essay介。 2.Main body : (1)expand on the sensory processing and its relevance。 (2)What is considered as good pratice in autism? for example, Good practice in autism: According to Charman et al (2011): effective communication, broader participation, strong relationships with family (3)Support or intervention can be put in place by the school, parents and others : Link to the case and choose reasonable intervention. Explain the reason why I think the intervention I choose is effective. (There are four main intervention for students with autism, and choose at most two.) Research literature should be cited. (4) reflect and evluate what you are proposing and how or why this can be considered as good practice. 3.Conclusion: reflect on good practice principles of autism and how effective these are for supporting students with autism across the range. (1) Use good practice principles to conclude (for example: good practice principles: According to Guldberg et al (2019): Understanding the strengths, interests and challenges of the autistic child and young person; Enabling the voice of the autistic child an young person to contribute to and influence decisions ; Targeted support and measuring progress of children and young people on the autism spectrum) (2) Support students with autism across the range (younger age: like Milly age 4)Case:Milly Milly is 4 years old. She is supported by a home teaching pre-school service from her local authority and attends a local day nursery 3 days a week. She is pre-verbal and was given an autism diagnosis at 3yrs. She engages in a range of sensory activities. Without direction, she will play with soil, leaves and twigs – running them through her fingers, balancing them on the back of her hand and bouncing them. She shows little interest in the toys available in the outdoor space of the nursery. However, she appears to enjoy watching the wheels on the little trikes when ridden by the other children. The internal space in the nursery is free flow with many options and activities available. Milly will select the same activities – the sand tray, and the water tray. Some days she will wander around the space, touching or licking and sniffing items. She does not join in with any group activities. She avoids the other children, if they approach her, she will often push them or pull their hair. She often covers her ears, hums to herself or screams. There is one boy that she will approach, she often strokes his hair or squeezes his cheeks. He is comfortable with this but does not approach her himself. In the home sessions (twice a week), Milly is provided with an object-based timetable. She has learned to remove the object when she wants to stop the activity. Previously she would pull the hair of the teacher when she wanted to stop. She has a few activities that she will engage with very briefly: bubbles, some sensory based activities (sand; corn flour; water play are her apparent favourites). There is a tactile book that she will engage with, stroking some of the pages with particular feel experiences (velvet, fur, silk). Milly’s mother says that Milly is very selective about food. She refuses anything that is dry or has ‘bits’ in it. She prefers smooth, almost liquid food (yoghourt with no bits, custard with no lumps, jelly with no ‘skin’, milky puddings and similar). She cannot tolerate the labels on clothes and refuses to wear new clothing. Her mother has to wash them many times before she can put them on. At home there are some adverts that Milly loves to watch on the television. Her mother has made a compilation of these which Milly watches on a tablet. She can operate this herself using the play, rewind and pause buttons and the volume independently.