Duncan introduces himself, recalls his childhood, his diagnosis of ASD and his pursuit of a career in music

Duncan talks about channelling ASD traits into positive strands in a professional context

Duncan talks about finding his identity as a teacher whilst taking account of his ASD

Duncan recalls his own background and his work to raise awareness of ASD, suggesting basic ways of dealing with autistic people and helping them to release their potential

Duncan suggests strategies for working effectively and creatively with autistic people, also reflecting upon his own experiences

Duncan suggests further strategies and highlights the sensory difficulties experienced by many people with ASD, talking in detail about his own sensory problems

Duncan suggests further strategies, highlighting difficulties in processing information, social clues and verbal instructions. He recalls instances from his own experience and emphasises how "lost" and extremely anxious the autistic person can feel as he or she tries to find their way through life.

In conversation with Mari Saeki of the National Autistic Society, Duncan suggests strategies for professionals devising and delivering activities for people with ASD

Duncan Honeybourne and Mari Saeki discuss further support strategies, highlighting issues including eye contact and problems functioning in group-based or unpredictable situations

Duncan and Mari suggest further approaches to supporting and nurturing autistic people in a positive way, touching on issues of potential bullying and situations which can leave the person with ASD feeling misunderstood and victimised.

Duncan and Mari conclude their discussion, suggesting that unusual or quirky autistic behaviour can often be embraced positively and respectfully, so as to help the person with ASD to retain and build self-esteem rather than feeling crushed or rejected. Duncan suggests that creativity may be channelled against a backdrop of understanding and acceptance.