Autistic Spectrum Disorders in the Secondary School

'There can be no doubt that the action suggested by the authors to improve outcomes for pupils with ASD, would benefit the inclusion of all pupils' - Special Needs Information Press

'The book gives a clear insight into some of the issues which are important from the perspective of the pupil, the challenges they face and the behaviours that can result. It openly addresses the impact of these behaviours on a school and offers clear guidance and strategies. The options given are realistic, practical and achievable and the Reflective Oasis sections offer an ideal starting point for self-evaluation and staff training' - Mike Ridout, Head of Access and Inclusion Service, Bridgend LEA

'All those involved in education at secondary level including senior managers and governors will find this concise book informative in helping them to understand the needs of their pupils with ASD' - Ian Attfield, Advisory Teacher ASD, Birmingham Specialist Support Service

'The book not only gives sound advice, it helps the reader to find a wider range of sources of support and information... a useful, practical guide that makes the organisation of inclusive education achievable' - Special

'The book does have a number of useful strategies and tips, but it provides more than just a list of practical points. Support staff are encouraged to reflect upon their own practice and that of their school... The book is well worth buying and should appeal both to support workers and their managers' - Support For Learning

'The book fills a niche by distilling and providing information to busy teachers... an important little book that is quite readable and may be very useful to its intended audience' - American Psychological Association

When a young person with autistic spectrum disorders enters secondary school, there are lots of new factors to consider.

This books looks at:

" making good transitions from primary school

" how to provide helpful INSET for colleagues (including teachers, senior managers, support staff and lunchtime supervisers)

" using a special interest as a tool for learning

" record-keeping, IEPs and sharing information across the school

" subject disapplication and formal examinations

" social strategies to employ in a large high school

" useful tips for staff - what to do and what not to do

" work experience, careers and self-advocacy

The importance of working closely with parents is also covered, as is dealing with challenging behaviour.

'...the book not only gives sound advice, it helps the reader to find a wider range of sources of support and information...The authors have not sought to minimise the difficulties or to pretend that schools and individuals will not have to change or adapt, nor have they avoided difficult questions. What they have one is to write a useful, practical guide that makes the organisation of inclusive education achievable' - Resource File