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Education for pupils with autism spectrum disorders

Publisher
HMIE
Publication Date
Disciplines
  • Communication
  • Education

Abstract

Education for Pupils with Autism Spectrum Disorders Education for Pupils with Autism Spectrum Disorders Education for Pupils with Autism Spectrum Disorders EDUCATION FOR PUPILS WITH AUTISM SPECTRUM DISORDERS ii © Crown copyright 2006 ISBN: 0 7053 1105 8 HM Inspectorate of Education Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA Produced for HMIE by Astron B48923 10/06 Published by HMIE, October, 2006 This material may be copied without further permission by education authorities and education institutions in Scotland for use in school self-evaluation and planning. The report may be produced in part, except for commercial purposes, or in connection with a prospectus or advertisement, provided that the source and date thereof are stated. FOREWORD In the introduction to Count Us In, I said that the most effective schools were those which valued each child as an individual. Meeting the needs of individual children is the key purpose of any educational organisation, whether it is an early years centre, a school or a service providing outreach provision for pupils in a range of settings. We know also from HMIE’s Missing Out report that the group of pupils with individualised educational programmes, which includes most children with autism spectrum disorders, is at risk of missing out on educational opportunities. Autism spectrum disorders, as the name suggests, do not represent a single nor straightforward set of needs to be met. The challenges facing education and other professionals, and the young people whose needs are being addressed, are considerable. The key is to see past the presenting issues, often behavioural in nature, to the communication disorders beyond that and to find what works for each individual concerned. This report is about the extent to which the needs of pupils with autism spectrum disorders are being met across a range of educational establishments and services. It evaluates the progress pupils make in thei

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