By Matthew Hesmondhalgh, Christine Breakey
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Additional resources for Access and Inclusion for Children With Autistic Spectrum Disorders: Let Me in
The Resource is ‘inspected’ by the senior management team in the same way as the English, maths and science de- 58 CHILDREN WITH AUTISTIC SPECTRUM DISORDERS partments. I am just another head of department. This has taken seven years, but I think we have arrived. However, each new academic year brings changes in personnel. Teachers leave and new ones come in their place. The process of inclusion and education about autism is ongoing and never ending. New teachers to the school have a lunchtime meeting with me to introduce them to the ideas and philosophy of integration, inclusion and The Resource.
They helped to formulate future ideas and priorities. We made most of our mistakes with these two pupils, but they lived to tell the tale. e. all the building work) was not completed until eight weeks into their first term. They had nowhere to relax A JOURNEY OF A THOUSAND MILES BEGINS WITH ONE STEP 41 or escape from the incredible pressure we were putting them under. They are still our pioneers to this day. We did expect too much from them and our expectations were ridiculously high. It is to their credit (and the support they received from parents) that both pupils lived up to and surpassed these expectations.
Some of the rigidities/behaviours presented at the primary stage do reduce in severity at secondary school, mainly because of the structure of the timetable. Copies to: All mainstream subject teachers of Joe Pretend. 2 Outline of additional needs A JOURNEY OF A THOUSAND MILES BEGINS WITH ONE STEP 33 was usually worthwhile. The information would also be useful for teachers on supply and student teachers within the school. One particular influential member of mainstream staff appeared to need to develop her understanding of autism more than most.
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