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

By Matthew Hesmondhalgh, Christine Breakey

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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. However, there were some extremely difficult moments during their first term. One pupil had highly entertaining thoughts in his head and giggled out loud in class. This was difficult for him to control and uncomfortable for staff supporting him, his mainstream peers and the subject teacher.

I am not suggesting that colleagues in mainstream education work harder than those in the special sector. The pressures are different, as anybody who has worked in both sectors will know. However, the perception of a majority of mainstream teachers is that their colleagues in the special sector have a pretty easy life. This attitude was met in many of the classrooms I visited in that first term. To the uninitiated, supporting two or three pupils in a class of 30 has got to appear a relatively easy task, simply on a numerical basis.

The mainstream teachers who work with pupils from The Resource see the support staff at least once a week in their lessons. This point of contact has to be kept. Questions, misunderstandings, good and not so good lessons can all be discussed there and then. Most teachers are now very aware that they have to warn the pupils or staff of any forthcoming alterations to lessons. Some teachers come to The Resource during non-contact periods to have a coffee and see how we are doing, which is always appreciated.

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