Provides professional guidance for practitioners in educational support roles, and offers tools and strategies for working confidently with pupils from across the autistic spectrum.
The pressures of working in a school environment where the expectations of others are critical and the support worker has a range of roles to deliver are discussed in this chapter. Positive ways of managing expectations are illustrated to help the support worker achieve a realistic perspective.
The role of the support worker has traditionally existed within special schools. In the early 1970s after the legislation that gave every child with a disability a right to education (DES Circular 12/70), special schools employed local people, usually women, as welfare assistants. Sometimes you still hear support workers being called a ‘welfare’. Their role was largely the toileting and feeding needs of the pupils. Sometimes they worked in the classroom, under the direction of the ...