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12 - Autism spectrum disorders in current educational provision

Published online by Cambridge University Press:  04 February 2011

By
Rita Jordan
Edited by
Ilona Roth  and
Payam Rezaie
Ilona Roth
Affiliation:
The Open University, Milton Keynes
Payam Rezaie
Affiliation:
The Open University, Milton Keynes
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Summary

This chapter examines the research evidence for the learning style in autism spectrum disorders and ways in which this impacts on educational provision. It considers international evidence but has a focus on educational provision in England. The particular and dual role of education is considered and the effects of differences and difficulties in key areas of development (sensory, perceptual, conceptual, motivational, memory, language and social aspects). Key features of learning style and the implications for certain curriculum areas are analysed, including the need for homework support and the notion of a ‘24 hour curriculum’. The pervasive effects of anxiety and stress are discussed, and the factors that influence relationships with peers. The evidence of the value of different kinds of educational placement is also considered and the need for further research in this, and other, areas identified.

The role of education

Given that there is no medical ‘treatment’ for Autism Spectrum Disorders (ASD) and that even the idea of ASD as a medical disorder is problematic (Jordan, 2009), education has a special therapeutic role to play. Children and young people with ASD have the same entitlement as anyone else to acquisition of the culturally valued skills, knowledge and understanding that will enable full participation in their society, but, in addition, they need an education that will enable them to acquire the additional skills, knowledge and understanding that others acquire naturally and intuitively, without explicit instruction.

Type
Chapter
Information
Researching the Autism Spectrum
Contemporary Perspectives
 , pp. 364 - 392
Publisher: Cambridge University Press
Print publication year: 2011

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