Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Inclusion and the autism spectrum

Inclusion and the autism spectrum Amanda Batten National Autistic Society, London In a recent survey, primary school teachers reported a prevalence rate for autistic spec- trum disorder (ASD) of one in 80 pupils (Barnard et al., 2002: 5). Interestingly, this prevalence rate is more than three times higher than that reported in secondary schools. Whatever the causes behind the rising numbers, it is clear that secondary schools will shortly be faced with higher numbers of pupils with ASD than they have previously experienced. Autistic spectrum disorders are a lifelong developmental disability that affects the way a person communicates and relates to people around them. People with autistic spec- trum disorders experience difficulties with social interaction, social communication and imagination – known as the ‘triad of impairments’ (Wing & Gould, 1979). The mainstream school environment throws up a range of challenges for pupils with autism, including Asperger syndrome, especially at secondary level. Many pupils with autism find the transition from the familiar and friendly primary school environment into secondary education particularly difficult. The impairments associated with autism make the world a very unpredictable and incomprehensible place, so individuals find reassurance in setting up routines and patterns that they can control. Disruption in structures and routines http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Improving Schools SAGE

Inclusion and the autism spectrum

Batten, Amanda
Improving Schools , Volume 8 (1): 4 – Mar 1, 2005
Download PDF
4 pages

Loading next page...
 
/lp/sage/inclusion-and-the-autism-spectrum-xFnay9GxY7

References (4)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
1365-4802
eISSN
1475-7583
DOI
10.1177/1365480205049341
Publisher site
See Article on Publisher Site

Abstract

Amanda Batten National Autistic Society, London In a recent survey, primary school teachers reported a prevalence rate for autistic spec- trum disorder (ASD) of one in 80 pupils (Barnard et al., 2002: 5). Interestingly, this prevalence rate is more than three times higher than that reported in secondary schools. Whatever the causes behind the rising numbers, it is clear that secondary schools will shortly be faced with higher numbers of pupils with ASD than they have previously experienced. Autistic spectrum disorders are a lifelong developmental disability that affects the way a person communicates and relates to people around them. People with autistic spec- trum disorders experience difficulties with social interaction, social communication and imagination – known as the ‘triad of impairments’ (Wing & Gould, 1979). The mainstream school environment throws up a range of challenges for pupils with autism, including Asperger syndrome, especially at secondary level. Many pupils with autism find the transition from the familiar and friendly primary school environment into secondary education particularly difficult. The impairments associated with autism make the world a very unpredictable and incomprehensible place, so individuals find reassurance in setting up routines and patterns that they can control. Disruption in structures and routines

Journal

Improving Schools – SAGE

Published: Mar 1, 2005

There are no references for this article.