By Matthew Hesmondhalgh, Christine Breakey
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Extra resources for Access and Inclusion for Children With Autistic Spectrum Disorders: Let Me in
One of our less academically able pupils was interested in attempting the textiles GCSE. The coursework consists of planning, research, design and evaluation of whatever the pupil decides to make: in Tom’s case, a sports bag. To achieve consistent and expert support, one member of staff from The Resource volunteered to take this role on for the required two years. The amount of work was immense and a lot had to be carried out in Resource lessons. The project and the sports bag were completed and the grade given by the textiles teacher was a D.
Any words that drop to the floor cannot be used. I have had children cleaning their ears, standing on chairs and looking behind the ears of other pupils – all great fun, but it does seem to get the idea across about disability and language. Cards are shown with pictures of people from different cultures and backgrounds on them. The pupils split into small groups to look at a card with six or seven pictures of people on it. They are given the task of picking out the person who has a communication disorder.
Copies to: All mainstream subject teachers of Joe Pretend. 2 Outline of additional needs A JOURNEY OF A THOUSAND MILES BEGINS WITH ONE STEP 33 was usually worthwhile. The information would also be useful for teachers on supply and student teachers within the school. One particular influential member of mainstream staff appeared to need to develop her understanding of autism more than most. It was felt that she was causing some unrest among a section of staff at the school. She happened to be a member of senior staff and the head of sixth form.