1. INCLUDING CHILDREN WITH ASPERGER SYNDROME IN MAINSTREAM SCHOOLS
JANINE JERLING
Specialist Teacher - ASD

2. PREVALENCE 60 out of 10,000 children under 8 year has AS (MRC, 2001)
The rate for whole population is much higher
In a mainstream school with 500 children there should be at least 3 children with AS
LEA of 50,000 children there should be at least 300 children with AS
The quality of education, children with AS experience, determines their future development in a mainstream society.

3. Gerland (1997) and Sainsbury (2000)
Over recent years education interventions and services have been developed and enhanced.
The depressing outcomes reported in earlier texts on Autism and Asperger syndrome are no longer valid.
The impression was given that it was not possible for children with AS to make significant progress in mainstream schools.
These negative accounts were often based on inadequate educational provision for children with AS and the exclusion from mainstream schooling.

4. Many individuals with AS have always and are still living independently, been in employment and may have had a partner and children
The proportion of individuals in this group is likely to increase as provision and quality inclusive education becomes more effective.

5. It is important to foster and maintain a positive and optimistic approach. The success of those with AS should be publicised to show that, given appropriate support and resources, the difficulties arising from AS can be managed effectively and particular interests and skills maximised and valued.
Adopting perspectives, which promote optimism and inclusion, and a belief that teaching staff and parents can make a difference, are essential.

6. Including children with Asperger Syndrome into Mainstream Schools

7. INCLUSIVE EDUCATION
School is one of the most challenging environments for learners with AS (Jones, 2002)
Unless learners are helped to make order from the chaos, they are not likely to learn effectively.
Training and the increasing ability of mainstream staff to differentiate for children with AS, is causing more schools to becoming able to meet the needs of these learners.
Many schools are developing specialist centres / units to accommodate children with AS and to give them support in the mainstream environment.

8. SPECIALIST CENTRE 12 Pupils with ASD
Support base for learners ‘SAFE HAVEN’
Give structure to day / curriculum
75% of mainstream lessons
25% Specialist teaching
Train and prepare learners for Mainstream living.
Support given in mainstream lessons
Support parents & family
Resource base for outside agencies

9. CHILDREN WITH ASPERGER SYNDROME GROW INTO ADULTS WITH ASPERGER SYNDROME

10. The NAS predict a 98% unemployment rate amongst Adults with ASD in the UK
WHAT CAN WE DO TO SOLVE THIS PROBLEM?
WHERE DOES EMPLOYMENT PREPARATION START?
WHO IS RESPONSIBLE FOR THIS PROCESS?

11. FUTURE STUDIES

12. Individuals with AS have the need to know:
WHY FUTURE STUDIES?
Individuals with AS have the need to know:
WHY?
All the facts!
The purpose of doing things.
The outcome of something.

13. Everything has a purpose
FUTURE STUDIES
The PURPOSE of:
School
Rules
Parents
Jobs
Friends
Life
Everything has a purpose

14. Form part of IEP
Personal, social and health Education curriculum
Learner Centred
Short and Long term
Learner’s vision of live and learning
Personal strengths and weaknesses
Opportunities and threats
Purpose of school
Different subjects taught
Choosing of GCSE subjects
Career options and opportunities
Personal attributes and achievements

15. Job applications
CV / interviews
College / training / university
Workplace and routines
Social skills needed
Employers / Teachers / Support workers
Work Experience preparation
Careers Department

16. WORK EXPERIENCE Visit from possible employers Visit to possible jobs
Look realistically at possibilities
Realistic expectations
Where?
What?
How Long?
Skills needed (to be taught) for job
Roles in Job
Obstacles
+ and -

17. Preparation for Work Experience
Role Play
Visit to job
Note preparation / diary keeping
Does the student need support
Prepare employer and colleagues
Include Parents
Teach necessary skills for job
Review / evaluate the experience

18. THE PROGRAM Very successful Been used for two years in my centre
Hope to publish by end of 2005
Hands-on material for educators / parents

19. CONCLUSION
Children with Asperger Syndrome can be included into mainstream schools, given the school can give the necessary interventions and support.
Specialist centres have proved to be very effective and successful in including children with AS into mainstream schools.
Developing programs and teaching-aid for children with AS should be an ongoing process and all educators should be encouraged to do so.

20. Time for some questions