Promoting Inclusive Practice Essay

Decent Essays
Research into Autism has grown enormously over the past 20 years due to growing awareness and the number of children and adults affected. In 1943, Leo Kanner first described the classic autistic syndrome. Since then, our knowledge and understanding in this area has broadened. In consequence, estimates of prevalence have increased considerably.
Autism is widely described as a spectrum disorder because of the wide variation in the intensity of the condition and the many complex learning difficulties that may accompany the disorder. Baron-Cohen (2007) led a change of emphasis from the definition of autism as a ‘disorder’ or medical condition, to a focus on the social learning aspects of a ‘condition’. The alternative name of autistic spectrum condition (ASC) is, therefore, now commonly used.

Children with ASC are increasingly being placed in mainstream settings and more children are being identified and diagnosed with ASC (Keane et al., 2011).
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In ‘Promoting Inclusive Practice’ (Florian, 1998) there was a suggestion that teachers need knowledge about children’s learning difficulties and need to be skilled in using specific teaching strategies. Practice and provision needs to be developed and adapted: a new school ethos and commitment to inclusion, an effective learning environment, effective communication, teacher knowledge and modification and personalised curriculum. Lipsky and Gartner’s (1998) inclusion model emphasises visionary leadership, effective parental involvement, staff and pupil support, a flexible curriculum and effective instructional practices. The Office for Standards in Education (OFSTED, 2006) examined the factors that promote good outcomes. It found effective provision was equal between mainstream and special schools when particular elements in place. However, more good or outstanding provision existed in well-resourced mainstream
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