Three golden rules for supporting autistic pupils
We need to move beyond generalisations and bust some of the myths around autism, says this expert
By Jon Severs 07 November 2018
“Being autistic is not necessarily disabling,” explains Dr Luke Beardon. “Instead, it is a disadvantage. And is that disadvantage a result of being autistic, or is it a result of being in a certain environment?”
Dr Beardon is certain it is the latter. He is a senior lecturer working within The Autism Centre at Sheffield Hallam University and on this week’s Podagogy podcast he explains why he believes autistic children have an unnecessarily challenging time in school.
“Being a teacher and having that level of expectation to engage with the autistic community without really good solid levels of support is massively unfair on the teacher, the child and the family,” he explains. “But there is no doubt we are failing these kids.”
Related pages
- National Autistic Campaign - Too Much Information
- Communication and Interaction in the Early Years
- Communication and Interaction – SLCN in Schools
- Communication and Interaction Post-16
- Autism Friendly Classrooms by David Burns
- Autism: Ideas/Strategies that may Support Inclusion by Simon and Kim Smith
