Inclusion and Autism in Main Stream Schools
Apart or A Part?
Inclusion and Autism in Main Stream Primary Settings.
The number of pupils with autistic spectrum conditions (ASC) being educated in mainstream settings is increasing (Humphrey 2008). Inclusion in main stream education can be extremely beneficial for pupils on the autism spectrum (Great Britain. Department for Children, Schools and families, 2009), however there is growing concern about the educational experiences of pupils with ASC. Only 12% of parents with children in an unsupported mainstream primary school are very satisfied (Barnard et al 2000).
Almost half of the schools staff where pupils with ASC attend feel that a significant number of the pupils are not getting the specialist support they need and over half felt that support was not forthcoming due to delays in diagnosis and statementing. Around a third mentioned insufficient resources both human and financial. Overall schools were clear that inclusion works for many children but by no means for all (The National Autistic Society 2002).
Significant debate continues over the effectiveness and appropriateness of recommending pupils with ASC for placement in mainstream settings. The United Nations Educational, Scientific and Cultural Organisation (UNESCO, 1994) agreed that learners with disabilities including those with autism are entitled to educational services in maximally normalised settings that offer the greatest opportunities for interaction with typical peers. Differences of opinion surrounding interpretation of this requirement are plentiful and contribute to the inconsistencies in support, training and expertise (Dyson and Millward 2000; Humphreys, 2008). Keywords: Austistic Spectrum Condition (ASC), Inclusion, Main Stream, Support
The publication of the Warnock Report 1978 caused revolutionary changes to the education system. It altered the way in which society viewed students with disabilities and moved towards a philosophy for inclusive education (Moore, 2009).
Inclusion and Autism in Main Stream Primary Settings.
The number of pupils with autistic spectrum conditions (ASC) being educated in mainstream settings is increasing (Humphrey 2008). Inclusion in main stream education can be extremely beneficial for pupils on the autism spectrum (Great Britain. Department for Children, Schools and families, 2009), however there is growing concern about the educational experiences of pupils with ASC. Only 12% of parents with children in an unsupported mainstream primary school are very satisfied (Barnard et al 2000).
Almost half of the schools staff where pupils with ASC attend feel that a significant number of the pupils are not getting the specialist support they need and over half felt that support was not forthcoming due to delays in diagnosis and statementing. Around a third mentioned insufficient resources both human and financial. Overall schools were clear that inclusion works for many children but by no means for all (The National Autistic Society 2002).
Significant debate continues over the effectiveness and appropriateness of recommending pupils with ASC for placement in mainstream settings. The United Nations Educational, Scientific and Cultural Organisation (UNESCO, 1994) agreed that learners with disabilities including those with autism are entitled to educational services in maximally normalised settings that offer the greatest opportunities for interaction with typical peers. Differences of opinion surrounding interpretation of this requirement are plentiful and contribute to the inconsistencies in support, training and expertise (Dyson and Millward 2000; Humphreys, 2008). Keywords: Austistic Spectrum Condition (ASC), Inclusion, Main Stream, Support
The publication of the Warnock Report 1978 caused revolutionary changes to the education system. It altered the way in which society viewed students with disabilities and moved towards a philosophy for inclusive education (Moore, 2009).
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