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.
"Level One Autism / High-Functioning Autism: Implications for Schools, Principals and Teachers,"
TEACH Journal of Christian Education: Vol. 11
, Article 2.
Available at: https://research.avondale.edu.au/teach/vol11/iss1/2