Access and Inclusion for Children With Autistic Spectrum by Matthew Hesmondhalgh, Christine Breakey

By Matthew Hesmondhalgh, Christine Breakey

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Extra resources for Access and Inclusion for Children With Autistic Spectrum Disorders: Let Me in

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Staff have to be a support and guide for the 20 pupils ‘on our books’. They have to approach each situation within the framework of knowledge of autism, but with a mind that is continually open to new possibilities and approaches. They have to nurture and develop good relationships between our pupils and their mainstream peers. Pupils in the school who have an ASD have to be portrayed in a positive way, focusing on their individual strengths. However, the mainstream peers need to develop their understanding about children with disabilities, and communication disorders in particular.

However, the mainstream peers need to develop their understanding about children with disabilities, and communication disorders in particular. Each subject teacher is an individual and so Resource staff have to take time to build and foster good relationships with most of the 70 that work in the school. e. knowing when to speak and when to bite your tongue) are skills needed in abundance. Building those essential links with parents is another facet to the job, which the dictaphones make easier.

Staffing ratios within integrated provisions have to be high. 5 pupils. This is certainly the case in most schools run by the National Autistic Society (NAS). Some pupils require one-to-one support. An integrated resource such as the one at King Ecgberts is no different. Inclusion cannot be achieved on the cheap. For the 20 pupils we support within the school, there are two teachers and six support workers, which is just about adequate. It was not achieved without struggle and sometimes we had to accept defeat.

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