Shields, Marion2023-11-012023-11-012017-07-012017-07-10Shields, M. (2017). Level one autism / High-functioning autism: Implications for schools, principals and teachers. <em>TEACH Journal of Christian Education, 11</em>(1), 4-7. doi:10.55254/1835-1492.1340https://doi.org/10.55254/1835-1492.1340https://research.avondale.edu.au/handle/123456789/10410443<p><strong>A Contextualisation</strong></p> <p>Recently a Master of Teaching student shared with</p> <p>me his practicum experience at a local primary</p> <p>school. “If only I had done your assignment first” he</p> <p>said, for a new student with high functioning autism</p> <p>had been enrolled in the class but his supervising</p> <p>teacher was at a loss to manage the perplexing</p> <p>behaviour in the classroom.</p> <p>Then a Master of Education student shared</p> <p>the experience of a little boy with high functioning</p> <p>autism who was frequently punished at his school</p> <p>for his ‘different’ behaviour.</p> <p>Can these scenarios be improved? I believe</p> <p>they can. So this paper has been written to increase</p> <p>understanding and to provide some practical and</p> <p>easily implemented suggestions.</p>en-usautismclassroom climateclassroom interventionsJournal Article