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This accessible guide explores what makes an autism-affirming primary school, introducing a tool to gather pupil voice and sharing a toolbox of practical strategies informed and requested by autistic children themselves. With quotes from autistic children woven throughout, it is a valuable read for teachers, SENCos and senior leaders.
List of contents
Acknowledgements
Chapter 1: Introduction and aims of the book
Chapter 2: Why we must listen to autistic children and young people
Chapter 3: The three houses approach to gathering pupil voice
Chapter 4: What the pupils said – understand me, I may surprise you
Chapter 5: What the pupils said - help me to understand, understand myself and understand others
Chapter 6: What the pupils said - hide support for me, or I won’t use it
Chapter 7: Concluding thoughts and reflections on what an autism-affirming school should be like, from our pupils’ perspectives
Appendices
Index
About the author
Melanie Cunningham has enjoyed working with autistic children for many years. She is currently an Assistant Headteacher and has previously led a Specialist Resource Provision for autistic children. Her research findings on what an autism-affirming primary school should be like, from the perspective of autistic pupils, were published in the International Journal of Inclusive Education. She has spoken at national and international conferences and has a Masters in Special and Inclusive Education from University College, London.
Summary
This accessible guide explores what makes an autism-affirming primary school, introducing a tool to gather pupil voice and sharing a toolbox of practical strategies informed and requested by autistic children themselves. With quotes from autistic children woven throughout, it is a valuable read for teachers, SENCos and senior leaders.
