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Extra resources for Access and Inclusion for Children With Autistic Spectrum Disorders: Let Me in

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Quickly picking up on the fact that this situation could work to his advantage, our lad dusted off his new and still pristine goalkeeping gloves and accepted this new-found adoration with good grace. ’ He was rarely on the winning team again, but this did not matter; in terms of PE, he had arrived. Not all accidents have such a favourable outcome. Sticking with the lesson from hell, which PE can be on occasions, there was a water fountain in one of the changing rooms. This was used by most pupils to quench their thirst after a tough PE lesson.

2. To experience good models of social communication in the lesson. 3. To gain some acceptance from his peers in a subject which is a strength area for Terry. Agreed length of integration: One term Criteria for success: 1. Terry to be enjoying history lessons. 2. Mr Happy to be more confident in his relationship with Terry. 3. Terry to be less reliant on support from Resource staff. Review by: December 1994. If you have any difficulties/questions or suggestions concerning this pupil, please do not hesitate to talk to a member of staff from The Resource.

A follow-up copy of the outline of additional needs A JOURNEY OF A THOUSAND MILES BEGINS WITH ONE STEP 31 Outline of additional needs Joe Pretend. Form: 7XX Additional needs Joe comes to us from The Willows School. He has social and communication difficulties associated with autism. Joe processes language slowly and will need extra time to formulate expressive language. He can also have word-finding difficulties. Joe may be literal in his interpretation of language. He will require extra 1:1 instructions and must be permitted to ask for clarification.

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