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

By Matthew Hesmondhalgh, Christine Breakey

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A mainstream subject teacher may see a particular form for two or maybe three hours a week. Resource staff will be with that form in their first term for 24 lessons a week. This means that we get to know who are the ‘key players’ in a form: the ‘loveable rogues’, the pupils who do not want to play any role and those who are open to learning more about their two classmates with an autistic spectrum disorder. Staff get to know the little cliques of pupils that develop and which groups are likely to have a greater tolerance towards the children we support.

These same pupils now respect Jordan for some of his skills. They also support him in the things he is not so good at. On sports day Jordan was determined to do the 100-metre sprint. He was never going to win and would be lucky to finish the short distance, as running was not one of his strengths. The race was over and won as Jordan was just setting off, but the cheers and yells of encouragement from friends in his form brought a tear to the most hardened eye. THE KEY PLAYERS 55 The tutorial lessons will never be enough to enable mainstream pupils to develop a good understanding of autism.

The member of staff becomes a valuable resource in that form. A mainstream subject teacher may see a particular form for two or maybe three hours a week. Resource staff will be with that form in their first term for 24 lessons a week. This means that we get to know who are the ‘key players’ in a form: the ‘loveable rogues’, the pupils who do not want to play any role and those who are open to learning more about their two classmates with an autistic spectrum disorder. Staff get to know the little cliques of pupils that develop and which groups are likely to have a greater tolerance towards the children we support.

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