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Asperger’s Syndrome

Asperger’s Syndrome. Mainstream Education. Can it be fully inclusive?. Feeling. “ Continually trying to work out what to do and what to say is like doing quadratic equations in your head.” Temple Grandin 1995. Asperger’s Syndrome. Inclusive Education whole school process.

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Asperger’s Syndrome

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  1. Asperger’s Syndrome Mainstream Education. Can it be fully inclusive?

  2. Feeling “Continually trying to work out what to do and what to say is like doing quadratic equations in your head.” Temple Grandin 1995

  3. Asperger’s Syndrome Inclusive Education • whole school process. • pupils are individuals. • Consider effective curriculum structure. • additional resources.

  4. Asperger’s Syndrome • Desirable outcome for the school: • Accept pupils who wish to attend and reduce need to exclude or transfer pupils to other services.

  5. Wholeschool process • understanding of effective inclusion by all staff. • develop staff awareness. • define staff roles and responsibilities. • prepare fellow pupils. • help parents to understand ethos of inclusion.

  6. Pupils are individuals • early contact with pupil and parent. • detailed information from everybody involved. • establish firm & trusting link with home. • consider views of pupil and parents at all times. • assess ability of pupil and develop effective IEP.

  7. Consider effective curriculum structure • consider requirements set out in statement. • discuss relevant curriculum for pupils with AS with school management. • consider additional learning processes besides statutory requirements. • give guidance for departmental and faculty areas. • use IEP effectively.

  8. Additional resources • suitable provision in terms of building and space. • provision of suitable educational resources. • financial support for out of school activities. • possible adjustment to teaching rooms. • additional departmental resources. • involve outside agencies effectively.

  9. Conclusion • no magic solution for teaching and educating pupils with AS. • everybody involved willing to listen and learn. • commitment to a change of attitude from fear and anxiety to positive outlook. • be committed to success.

  10. Opinion • “Unfortunately for many students with autism, indiscriminately enforcing their right to participate in regular educational settings sometimes compromises their need for specialized services.” • Mesibov, Adams and Klinger 1997

  11. Dr. Mesibov Division TEACCH “Understanding Autism, developing appropriate structures, promoting independent life and work skills, emphasising strengths and interests and fostering communication is most successful implemented through a programme based on consistent principles over a life time.”

  12. Useful Internet Sites • www.autismcymru.org • www.awares.org • www.autismconnect.org • www.oneworld.org/autism_uk • www.TEACCH.com • www.tonyattwood.com • www.nas.org.uk

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