Summary
Contents
Subject index
A growing number of students with autistic spectrum disorders (ASDs) are educated in general education settings. To support them effectively and maximize their learning potential, it is essential that all school staff fully understand their needs. This complete training package demonstrates the value of using self-evaluation tools to improve services, and includes:Guidance on delivering professional development to ensure inclusive practices schoolwideActivities and case studies to facilitate discussion Discussions of issues related to School Access Plans and the Disability Equality DutyAdvice on useful resources, literature, and Web sitesA CD-ROM with PowerPoint slides Teachers, SENCOs, and management staff in primary and secondary schools will find this an essential training resource.
Pupil Participation and Peer Group Awareness
Pupil Participation and Peer Group Awareness
Just like other pupils, those with ASDs will need to be provided with opportunites to participate indecision-making processes, especially those decisions that directly affect them. Pupils with ASDs should be encouraged to take an active part in school life through social skills groups, reviews, transition planning meetings and school councils. It is important to note that in some cases there may be a need for an advocacy service or additional support.
It is important that neurotypical pupils in schools respect individual differences and understand that ASD is a hidden disability. This section will also give a brief overview of how such awareness raising might happen.
Rationale
Pupil Participation
Governments in the UK are fully committed to the recommendations ...
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