A framework for inclusion
“It’s all about teamwork”
The provision of education for students with autism is founded on systematic, whole school
approaches to support and intervention. Such an approach is underpinned by transition practices and
knowledge of staff; together these elements form a framework for inclusion.
Transition to high school: Implications for practice
As reported previously, transition to high school can be daunting for students with autism. The
environmental conditions are more complex than primary school, there are more teachers and
changes of class, the workload increases and students are required to organise books, class work and
homework. Skills that were specifically taught in primary school may not always be taught in high
school and there is more emphasis on discussion, writing and independent work, and less on direct
teaching. It is not possible to over-emphasise the importance of information sharing and collaboration
between sending and receiving services and the need to consider individual student’s support needs
within a broad set of guidelines for practice. Three key elements involved in successful transition
programs are planning, process, and follow-up.
Planning should allow time for primary and high school staff to share information, conduct
assessments, and prepare students, their family and the high school. A visit to the primary school by a
high school staff member may also be useful. Strategies to prepare students for transition whilst they
are still in primary school may involve a gradual reduction of supports, an expectation of more
independent functioning, the development of self-monitoring and the means of seeking assistance
(Roberts, Keane & Clark, 2008). It is also recommended that students are assisted in developing
auxiliary skills. Skills that may be useful for high school centre on language comprehension,
understanding classroom dynamics and social communication (Smith- Myles, et al., 2001). To ensure
that high schools are well prepared, parents (Keane & Clark, 2009) and teachers emphasise the
importance of primary schools passing on relevant information.
Process: Transition visits: As reported earlier, it is not change per se that is problematic for students
with autism, rather, unpredictability. Therefore, the key purpose of transition visits is to familiarise
students with their new school. The process may involve school orientation days, optional small group
visits or a sequenced program of individual visits. Group visits are generally designed to provide a
snapshot of high school experience. For example, one school gives prospective students information
about how the timetable operates and their prospective teachers, followed by a short quiz and the
opportunity to buy something from the school canteen. Students may sit in on lessons, be introduced
to key staff such as the librarian and school counsellor and be informed of where to get help. In
general, a lengthy transition period may be stressful as students are coping with different sets of
school rules and expectations. Participants cautioned against overloading the students with too much
information, as this could raise rather than alleviate anxiety levels. Information can also be provided in
a short booklet or information CD that students can take home from visits.
Follow-up: Full-time enrolment: The transition process does not cease once students are enrolled in
high school. During the first few weeks, a combination of whole grade and individual support should be
adopted. This may involve subject teachers meeting their classes and accompanying them to their
next lesson and information provided in roll call classes. There may be some situations where the
transition process outlined above is not feasible (e.g. student arrives without being initially identified
with an ASD). In such cases, a modified form of transition can still be followed. The student should be
provided with information on the school and given opportunities to discuss any questions or concerns
with a mentor (case manager, roll call teacher). General strategies may be put in place while the
individual support plan is being developed. Parents should be kept informed and provided with
information about whom they should contact for assistance and support.
The support team: facilitating inclusion
The education for students with autism in high school is a collaborative endeavour. This approach is
in-line with the move away from ‘special’ towards ‘inclusive’ education (Department of Education,
Employment & Workplace Relations, 2007). The main form of support for students with special needs
has historically been the placement of teaching assistants in the classroom. Research in primary
schools (Marks, Schrader & Levine 1999; Kemp & Carter, 2000) has revealed, however, that some
students may become over-dependent on individual attention. Excessive one-to one support may be
detrimental as it interferes with teacher involvement and leads to peer stigmatization (Giangreco &
Broer, 2005). These findings are particularly pertinent for students with autism in high school because
of their ability and the nature of peer interaction. This does not preclude the involvement of additional
staff in the classroom, particularly during the junior grades and for students with additional learning
difficulties. There was consensus amongst teachers that auxiliary support should be delivered in a low
key a way as possible, but should also consider student preferences.
 Each student should have a case manager who is responsible for the development of the
student’s learner profile. The case manager is the key point of contact for the student, their
family and other staff members.
 Students who are academically able may not require or welcome personnel being assigned to
their classrooms but may benefit from consultancy support.
 Where it is deemed necessary to deploy additional staff in regular classes, wherever possible
this person should also provide general assistance to the subject teacher and other students.
 The term tutor could be used to describe the additional staff member, to avoid the possibility of
peer stigmatisation associated with ‘helper’ for specific students.
 The idea of a ‘check-in station’ may be beneficial for some students. The tutor would sit in a
strategic part of the room and be available to assist any student in the class requiring help. At
other times they could assist the teacher by walking around the room and checking students’
work.
 Approaches should be flexible according to individual needs. For example, a student may
request assistance from someone sitting next to them; this may be desirable on occasions to
prevent undue anxiety. Approaches also take into account the nature of different subjects or
activities.
Subject teachers play a key role in supporting students with autism as they are the experts in their
subjects and responsible for day-to-day teaching. Research indicates that although they are generally
positive about inclusion, teachers are concerned about the workload and time that may be required to
assist special needs students (Chalmers et al., 1998; Smith & Smith, 2000). This suggests that, as
with transition, information sharing and collaboration are essential. It is important to clarify individual
roles for teachers and also organize regular contact with other staff members to discuss students’
needs for each subject and to designate responsibilities. Case managers ensure that subject teachers
and learning support staff working with the target students, are aware of each student’s learning
strengths and support needs as well as the approaches and goals outlined in their individualised
programs.
Professional support
The value of support from colleagues is a more beneficial form of professional support available to
most teachers than any other consideration; subject teachers reported that they welcomed the advice
received from learning support staff and learning support staff appreciated support and information
from subject teachers. Most teachers do not want to see the education of students with autism pigeonholed into separate boxes provided by subject teachers or learning support teachers.