Level One Autism / High-Functioning Autism: Implications for Schools, Principals and Teachers

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.