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There is much research evidence to suggest that the successful inclusion of autistic pupils in ma... more There is much research evidence to suggest that the successful inclusion of autistic pupils in mainstream secondary schools is difficult to achieve and that these pupils remain particularly vulnerable to a wide range of negative academic and psychosocial outcomes. With a focus on anxiety, this article reports the initial findings of a participatory-styled system-impact evaluation study. Quantitative evidence of decreased pupil anxiety is demonstrated and validated with qualitative data. Implications for future education policy and practice are discussed.
This is the text of a letter originally submitted as a response in Autism: the International Jour... more This is the text of a letter originally submitted as a response in Autism: the International Journal of Research and Practice. The editors of that journal originally refused to accept the letter with the endorsements, and subsequently failed to publish a revised version. The Editor of this journal feels that the issue is of sufficient importance with respect to the need for openness in academic publishing to warrant publication here, as it touches on ethical issues of relevance to the founding principles of the Autonomy Journal.
There is much research evidence to suggest that the successful inclusion of autistic pupils in ma... more There is much research evidence to suggest that the successful inclusion of autistic pupils in mainstream secondary schools is difficult to achieve and that these pupils remain particularly vulnerable to a wide range of negative academic and psychosocial outcomes. With a focus on anxiety, this article reports the initial findings of a participatory-styled system-impact evaluation study. Quantitative evidence of decreased pupil anxiety is demonstrated and validated with qualitative data. Implications for future education policy and practice are discussed. Key Words: autism, Asperger Syndrome, anxiety, inclusion, Special Educational Needs and Disabilities (SEND), education, equality, FAMe™
Journal of Autism and Developmental Disorders, 2020
International Journal of Developmental Disabilities, 2019
Disability & Society, 2017
Autism Policy Practice the Open Access Autism Journal, Aug 20, 2014
Since every child with a diagnosis of autism is assumed to have special educational needs (SEN), ... more Since every child with a diagnosis of autism is assumed to have special educational needs (SEN), any new SEN policy and legislation will impact on their education. I consider why children with autism are more difficult to include in mainstream schools than those with other SEN and what, if anything, is being proposed to address this difficulty in the SEN Green Paper 'Support and aspiration: A new approach to special educational needs and disability'. I position the Green Paper in relation to current good autism practice guidelines and international SEN inclusion policy; and evaluate other recent developments in UK SEN policy and autism-specific teacher training. I highlight why mainstream teachers need a thorough understanding of autism to successfully include autistic children in their classrooms and conclude that, in order to achieve a positive impact, the aspirations of the Green Paper must be enshrined in law 1 and appropriately funded.
There is much research evidence to suggest that the successful inclusion of autistic pupils in ma... more There is much research evidence to suggest that the successful inclusion of autistic pupils in mainstream secondary schools is difficult to achieve and that these pupils remain particularly vulnerable to a wide range of negative academic and psychosocial outcomes. With a focus on anxiety, this article reports the initial findings of a participatory-styled system-impact evaluation study. Quantitative evidence of decreased pupil anxiety is demonstrated and validated with qualitative data. Implications for future education policy and practice are discussed.
This is the text of a letter originally submitted as a response in Autism: the International Jour... more This is the text of a letter originally submitted as a response in Autism: the International Journal of Research and Practice. The editors of that journal originally refused to accept the letter with the endorsements, and subsequently failed to publish a revised version. The Editor of this journal feels that the issue is of sufficient importance with respect to the need for openness in academic publishing to warrant publication here, as it touches on ethical issues of relevance to the founding principles of the Autonomy Journal.
There is much research evidence to suggest that the successful inclusion of autistic pupils in ma... more There is much research evidence to suggest that the successful inclusion of autistic pupils in mainstream secondary schools is difficult to achieve and that these pupils remain particularly vulnerable to a wide range of negative academic and psychosocial outcomes. With a focus on anxiety, this article reports the initial findings of a participatory-styled system-impact evaluation study. Quantitative evidence of decreased pupil anxiety is demonstrated and validated with qualitative data. Implications for future education policy and practice are discussed. Key Words: autism, Asperger Syndrome, anxiety, inclusion, Special Educational Needs and Disabilities (SEND), education, equality, FAMe™
Journal of Autism and Developmental Disorders, 2020
International Journal of Developmental Disabilities, 2019
Disability & Society, 2017
Autism Policy Practice the Open Access Autism Journal, Aug 20, 2014
Since every child with a diagnosis of autism is assumed to have special educational needs (SEN), ... more Since every child with a diagnosis of autism is assumed to have special educational needs (SEN), any new SEN policy and legislation will impact on their education. I consider why children with autism are more difficult to include in mainstream schools than those with other SEN and what, if anything, is being proposed to address this difficulty in the SEN Green Paper 'Support and aspiration: A new approach to special educational needs and disability'. I position the Green Paper in relation to current good autism practice guidelines and international SEN inclusion policy; and evaluate other recent developments in UK SEN policy and autism-specific teacher training. I highlight why mainstream teachers need a thorough understanding of autism to successfully include autistic children in their classrooms and conclude that, in order to achieve a positive impact, the aspirations of the Green Paper must be enshrined in law 1 and appropriately funded.