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

By Matthew Hesmondhalgh, Christine Breakey

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Most of what we have achieved over the last six years has been grounded in two things: naivety and common sense. If pupils with ASD were to ‘gain a voice’ in this school, staff had to have a presence at all these meetings. To achieve a good model of inclusion, staff working with pupils who have any kind of additional need require a very high profile in the school. During my first term, I sat in on all the meetings. I went to various department meetings because these were new to me. The level of problem solving and debate I witnessed was of a very high standard.

Sporting activities also present opportunities to follow the interests of a pupil and assist in the process of challenging notions about disability. One of our pupils became a good cross-country runner. Sometimes inclusion entails spending a freezing cold and rainy day in winter cheering on runners from King Ecgbert’s, but in particular the pupil from The Resource. These occasions are also tremendous events for parents to witness. They offer the opportunity for parents to be proud; parents need to feel proud of their children.

Resources Pens/paper. Two worksheets. A JOURNEY OF A THOUSAND MILES BEGINS WITH ONE STEP 35 Tasks 1. Go out with the pupil(s) near the road between the two school buildings. 2. Observe 20 vehicles as they turn left/right out of the road. 3. Fill in the table to show whether a driver indicated or not. 4. Return to class and discuss the results. Do most drivers indicate or not? 5. Conclude that while it is very important to watch for the signals of drivers because of the clues they can give us, we still need to wait, watch and see what a driver actually does before we finally decide if it safe to cross.

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