Publication: Level One Autism / High-Functioning Autism: Implications for Schools, Principals and Teachers
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Abstract
A Contextualisation
Recently a Master of Teaching student shared with
me his practicum experience at a local primary
school. “If only I had done your assignment first” he
said, for a new student with high functioning autism
had been enrolled in the class but his supervising
teacher was at a loss to manage the perplexing
behaviour in the classroom.
Then a Master of Education student shared
the experience of a little boy with high functioning
autism who was frequently punished at his school
for his ‘different’ behaviour.
Can these scenarios be improved? I believe
they can. So this paper has been written to increase
understanding and to provide some practical and
easily implemented suggestions.
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Shields, M. (2017). Level one autism / High-functioning autism: Implications for schools, principals and teachers. TEACH Journal of Christian Education, 11(1), 4-7. doi:10.55254/1835-1492.1340