The current education system lacks flexibility and ambition in its approach to pupils on the autism spectrum, according to a new report published by the AET.
The research (Educational provision and outcomes for people on the autism spectrum, AET, 2011) led by Dr Kerstin Wittemeyer of the University of Birmingham, emphasised the importance in consulting the individual on what is a good outcome for them. It found that teachers are not being given enough guidance or scope to adapt the National Curriculum to include social and life skills for pupils with autism. Moreover it identified that schools need to aim higher for their students with autism to ensure adult outcomes are positive - whether in terms of achievement or emotional well-being - and that pupil assessment processes should go beyond those required by the National Curriculum.
The report comprises over 1,000 contributions from stakeholders including adults and children with autism, their parents / carers and education practitioners including teachers, head teachers and SENCOs. Research was conducted using a literature review and via a series of surveys, interviews and focus groups with stakeholders. It is the most comprehensive study to date to consider what ‘good adult outcomes’ for people on the autism spectrum might look like, and the first to consider whether the current education system is able to support pupils with autism reach their goals.
more news >>>