‘For people like me and a lot more you know, people were frightened of us. So in them days they said OK, there’s nothing for you, you get put away in big institutions. People are frightened of people like me, and a lot more due to us being different. ‘(Atkinson, Jackson and Walmsley 1987:11)
In October 2010 a new law was introduced by the government which was the Equality Act 2010 this new act replaced almost all of the existing disability discrimination legislation.
To review the current position with regards to disability discrimination in post-16 education, providers of further and higher education have a legal duty to make sure that students with disabilities are not treated harshly and to ensure that they are not placed at a substantial disadvantage compared to students who are not disabled.
Education providers must also make ‘reasonable adjustments’ to ensure that disabled students are not discriminated against. Making reasonable adjustments could include: changes to practices or procedures, changes to physical features, changes to how learners are assessed or providing extra support and aids (such as specialist teachers or equipment).
All schools are required by the law to
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This table will illustrate what children with autism are likely to have and face due to the illness of autism.
Table 1: What does autism look like and how might it affect learning and behaviour in the classroom?
Behavioural Characteristics of Autism Possible Impact upon learning and behaviour
• Lack of Interest • If something is said to them, they take it literally
• Problems developing friendships/relationships • Struggling in group work
• Speech Problems • Unexpected outbursts, such as anxiety, emotional
• Over Focus on some topics • Non-Responsive
• Sticking to routines • Interest in only few topics
• Limited imaginative • Difficulty adapting to