Inclusion and Autism in Main Stream Schools - 3923 Words

Apart or A Part? Inclusion and Autism in Main Stream Primary Settings. The number of pupils with autistic spectrum conditions (ASC) being educated in mainstream settings is increasing (Humphrey 2008). Inclusion in main stream education can be extremely beneficial for pupils on the autism spectrum (Great Britain. Department for Children, Schools and families, 2009), however there is growing concern about the educational experiences of pupils with ASC. Only 12% of parents with children in an unsupported mainstream primary school are very satisfied (Barnard et al 2000). Almost half of the schools staff where pupils with ASC attend feel that a significant number of the pupils are not getting the specialist support they need and over†¦show more content†¦De Santos and Daly (2008) suggest that parents considered inclusion to be of upmost importance and that inclusion can work and is happening, however there are still occasions whereby inclusion is not working and could be improved. Parents perceived that inclusion offered the best outcomes for children with ASC with realistic experiences of preparation to live more independently as adults, allow autism to become more widely recognised, enables children to feel part of a peer group and wider community, inspires confidence and happiness reducing anxieties and offers fuller opportunities to better education experiences (Charman, 2011., Wittemeyer, 2012., De santos and Daly, 2008.,Barnard et al, 2000). When parents were asked what kind of school they would ideally like their children with ASC to attend neither special, resource bases or mainstream took preference (Batten et al, 2006). Despite some high profile Inclusion debate relating to the type of setting in which children with ASC should be educated , it is expertise in autism that is important to parents (Batten et al, 2006). The continuing trend to greater inclusion is welcomed in principle by teachers. 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