By Matthew Hesmondhalgh, Christine Breakey
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Additional resources for Access and Inclusion for Children With Autistic Spectrum Disorders: Let Me in
There are no short cuts. Training with our mainstream colleagues was not attempted until the fifth year. Any sooner would not have been appropriate because we were not ready to speak and they were not ready to listen. It took five years of dedication on the part of Resource staff to convince some of our mainstream colleagues that our work was not an easy option. Some nuts are harder to crack than others. 60 CHILDREN WITH AUTISTIC SPECTRUM DISORDERS Record of Integration Name: Terry Jones Form: 7LH Subject: History Teacher: Mr Happy Level of integration: Two lessons a week.
6. He has good visual skills and memory. 7. Joe uses reference books and dictionaries with confidence. 32 CHILDREN WITH AUTISTIC SPECTRUM DISORDERS Areas of greatest difficulty 1. Social interaction – Joe can be opinionated and unaware of the feelings of others. 2. Joe can be over-sensitive to criticism. 3. Joe can appear rigid in his attitudes and approaches. 4. Joe does not like to fail. 5. Joe’s organisational skills are poor. He will lose books/coats/rulers, etc. Suggestions 1. Joe will need clear and concise instructions.
I got approving nods and pats on the head in the first couple of years. Now, I am glad to say, staff are impatient for the next development to occur. The dreams are now theirs. Ownership of the development of The Resource has shifted from one person to many. Staff are making a great difference through their work, and now allow me a little time to put effort into enabling us to address the next problem. It is easy for staff in The Resource (especially after a difficult day) to think of moving into a safer and less demanding job.