Err should we write it for you too?  Thought the object of the exercise was for YOU to do this.....

That's very wide parameters you've chosen there! I doubt you'll find a definitive answer in any way shape or form but check out the AET website (although I think the study was England and did not include Scotland) ...they commisioned some research into what helps make successful a placement for a child on the autism spectrum in a mainstream school - they identified 9 factors, the National Autistic Society did a study called 'Inclusion - is it working?' or soemthing similar. Also SPELL, TEACCH, PECS, Social Stories.... it's a long list. There is a website that's gives a brief summary of all the various techniques autismresearch.net but it's very sketchy

 I don't know if this is what you are looking for.

Try PEACH, Ambitious About Autism (they have an amazing ASD school in North London and they use the ABA method to teach the children there. I visted the place and it is just so appropriately made for children and young people with autism. You can also email the teachers there and they do courses on autism - would recommend to check them out as they do a lot of research in the field), National Autistic Society and try to get in contact with special schools. I hope this helps somewhat?!

Have a look at the series of downloadable booklets at

http://www.education.gov.uk/childrenandyoungpeople/sen/sen/types/clneeds/a0013051/children-with-autism-accessing-the-curriculum

each focusing on the delivery of a National Curriculum core or foundation subject to students with ASD. The context is key stage 3 and 4 in England, but the advice is equally applicable to other age-groups and educational settings.

 Thank you for the above advice. I really appreciate it! 

 

There is a lot of research out there into teaching children who have Autism. I would like at: 1. What is Autism (DSM-IV definition): its breadth, scope. 2. What it means to be included and have inclusion...e.g participation, etc. 3. How a child with Autism may not fit into the mold of a typical inclusive arrangement 4. What needs to be done to aid inclusion: - Preparing the child if sensory diets are needed (lighting, touch, sound) - Preparing the visual strctures and schedules (see TEACCH) - Preparing the task demand, e.g. inclusion, but for how long, with whom, what type of preteaching is needed before hand so the child can concentrate on inclusion rather than the work itself. - Preparing for reinforcement - follow time in class with reinforcement (verbal, tangible) 5. How prepared is the education system to do this? (go into a class and time the amount of verbal vs visual interactions) There is A LOT of research out there with LOTS of schools of thought. Good luck!

Hi,

Just thought I would drop a line to say that I hope you are getting on well with your dissertation.

I too am embarking on my dissertation about autism in primary mainstream classrooms, however, I have decided to go down the route of practitioner's views about inclusion of ASD in mainstream.  I truly believe that teacher's views determine the success of inclusion of SEN children and that for it to be successful, there has to be a whole school approach. This would mean specialist knowledge across the board (expensive!!!).  Some schools have specialist units and some autistic children attend mainstream on a restricted timetable but I question whether this truly satisfies inclusion policy. 

Well, I wish you luck with your dissertation as I struggle through my literature review.  That is in itself a sweeping statement as I really mean "actually write the first paragraph of my literature review".   Happy academic induced weekend!!!!!

Hello,

I am a 20 year old which suffered from Asperger syndrome and maybe this is something I can help yourself with.

Everything I did was extremely interactive, using my hands to choose things and talking alot. Very little of the work was reading from a book, it was prepared very well. I would be introduced to cards and the cards would be identified to me until I understood what was infront of me and then off to the next card. Then there would be games created with those games. Like how to spell some animals and places and more.

It was all interactive, using your hands and pictures as it was something I could understand and see instead of having to use my mind, which wasn't amazing then. Eventually the cards turned from letters into words and I was told to create sentences, after many and many of examples. Until I looked like I knew what was going on, did these session with the cards and even talking continue.

From my own experience I believe people with autism learn more effectively when interacting with their source of learning. You will likely not see a person with Autism read but use their hands alot to do whatever they want to do. It is to be engaging which helps people with autism learn and it is to be interactive which helps them to learn, I can't stress this enough. This is the reason to why I now research on Interactive learning whilst gamifying the experience as i'm sure in the future, this is how we are going to be teaching our children.

http://www.youtube.com/gametolearnonline#p/a/u/0/trannJU1zPk

To this day, my parents and old friends say to me, it is a miracle that i'm able to work in a company speaking fluent english and know some kind of english grammar when in the past I was already put down as a liability to the state. It is only because of pictures did I learn, not by reading books or listening to the teachers for hours on end.

Website : Game to learn

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[edited by: itsalanreid at 15:24 (GMT 0) on 16-1-2012]

 Thank you very much for your inputs, especially from itsalanreid's perspective. :)

Hi, 

Been a while since I have been on here.  It was lovely to read how you learnt in an interactive manner and I am so pleased that you were successful.  You must have had some wonderful teachers who were willing to understand autism and support you so effectively.  This is exactly where the point of my dissertation became so important to me.  I see autistic children in mainstream classrooms with very little support and certainly a lack of interactive input and this saddens me.  The problem seems to be financial along with the attitudes of some teachers who maybe are reluctant to engage due to lack of understanding of autism.  Don't get me wrong there are some who are dedicated and make it their business to learn about autism so that they can support effectively.  However, my research seems to suggest that there is a long way to go. 

I wish you every success for the future

Hi, I too am advancing my dissertation on inclusive education from the practitioners perspective. I hope to gain an insight into the teachers views on inclusion in regards autistic children at primary level to understand the debate over whether children with autism should continue to be educated in special schools or be a part on inclusive education in mainstream schooling. At this point I am proposing to compare the views of teachers in both settings to understand whether it is their view that inclusion is working and in what respect in each setting. I am thinking questionnaires and focus groups. I am however a bit lost in all the literature and I am struggling to find my way out and decisively formulate a plan that will bring about conclusive/informative evidence in a coherent fashion. I found some of the remarks extremely relative and interesting. Any help please. Thanks.

Hi, My name is Rabia. I am a head of the Autistic Resource base in a mainstream school in inner London. I am currently working on my dissertation and it is along the lines of inclusion of Autistic students following reintegration after short term interventions. I am asking you for help because I believe that there is no one better than you. Can you first tell me if this makes sense: How successful is reintegration for pupils with Autism into mainstream lessons following short term interventions- a case study. If you think this question is good and one I should be OK with (i.e. not too broad), please let me know your thoughts if when you were at school, 1. you had interventions. 2. If so which kind 3. How successful you think they were 4. Difficulties you faced when you went back into mainstream lessons. 5. Do you think it is important for students with ASD to follow mainstream or stay with expert staff in the base? Any help/ input is much appreciated. Thanks, look forward to your reply. Rabia

What an unnecessary and unhelpful comment... I truly hope you don't respond to children in such a way.

My previous comment was in response to 'midgey'

08emily89

My previous comment was in response to 'midgey'

who made the comment well over a year ago.