Young people with learning disabilities or autistic spectrum disorder in post-compulsory state supported schools in England

2015 ◽  
Vol 20 (3) ◽  
pp. 170-174
Author(s):  
Chris Hatton ◽  
Gyles Glover
Keyword(s):  
Learning Disabilities ◽  
Young People ◽  
Autistic Spectrum Disorder ◽  
Early Years ◽  
Spectrum Disorder ◽  
State School ◽  
Autistic Spectrum ◽  
Regional Variations ◽  
Content Type ◽  
State Education

Purpose – Transition from education to adult life is a stated policy aim for young people with learning disabilities. The purpose of this paper is to examine the extent to which 16-18-year olds with learning disabilities or autistic spectrum disorder are remaining in state school education beyond the minimum school leaving age. Design/methodology/approach – A tabulation from the Department for Education Children and Early Years Data Unit for 2014, combined with School Census data and age-specific population estimates, allowed us to compare the rates of children identified as having moderate, severe or profound/multiple learning difficulties (MLD, SLD, PMLD), or autistic spectrum disorder (ASD) in state education at the ages of 16-18 years vs five to 15 years. Findings – For all types of need analysed in the paper, the rate of children in state school dropped considerably at the ages of 16-18 years: 10 per cent of the rates of children with MLD, 62 per cent of children with SLD, 49 per cent of children with PMLD and 23 per cent of children with ASD at ages five to 15 years were in state education at ages 16-18 years. Almost all young people aged 16-18 years in state education with SLD or PMLD were in special schools, compared to just over half of young people with MLD or ASD. For all these figures, there was considerable regional variation. Social implications – Substantial numbers of children with learning disabilities or ASD do not remain in post-16 state education, with wide regional variations that do not seem to correspond to regional variations in need or national policy concerning transition. Originality/value – This is the first data set to examine this issue.

scholarly journals Teachers’ perspectives on handwriting and collaborative intervention for children with Autistic Spectrum Disorder

2018 ◽  
Vol 46 (1) ◽  
pp. 46-58
Author(s):  
Therese McNamee ◽  
Sandra Patton
Keyword(s):  
Occupational Therapy ◽  
Emergent Literacy ◽  
Autistic Spectrum Disorder ◽  
Spectrum Disorder ◽  
Limited Information ◽  
Occupational Therapy Education ◽  
Autistic Spectrum ◽  
Content Type ◽  
Children With Asd ◽  
The Republic

Purpose This study aims to investigate teacher perspectives on teaching handwriting to children with autistic spectrum disorder (ASD) and collaboration with occupational therapists. Design/methodology/approach A descriptive design was applied. Purpose-designed surveys were distributed to teachers of children with ASD (aged 4-12 years) in the Republic of Ireland. A response rate of 35 per cent (N = 75) was obtained, with 25 responses analysed using descriptive statistics of closed questions and content analysis of open-ended questions. Findings Of 139 children with ASD, 80 (58 per cent) were reported to have difficulties with handwriting. Teachers reported specific difficulties with pencil grasp, letter formation and task concept among the children with ASD. Fourteen (56 per cent, N = 25) respondents did not give handwriting as homework. Teachers valued occupational therapy advice, individualised programmes and ongoing consultation during implementation. Interest in occupational therapy education regarding handwriting was reported. Practical implications Occupational therapy collaboration to address handwriting difficulties for children with ASD should include involvement in teacher education, coordination of teacher–parent collaboration and the need for involvement in early intervention provision within an emergent literacy framework. Originality/value Handwriting development is challenging for children with ASD. There is limited information on teaching or teacher–occupational therapy collaborative practices to address handwriting difficulties of children with ASD.

Autistic spectrum disorder and offending behaviour – a brief review of the literature

2018 ◽  
Vol 4 (3) ◽  
pp. 109-121 ◽  
Author(s):  
Salma Ali
Keyword(s):  
Treatment Outcomes ◽  
Staff Training ◽  
Design Methodology ◽  
Autistic Spectrum Disorder ◽  
Spectrum Disorder ◽  
Effective Management ◽  
Autistic Spectrum ◽  
Content Type ◽  
Underdeveloped Area ◽  
Offending Behaviour

Purpose The purpose of this paper to synthesise much of the existing research on autistic spectrum disorder (ASD) and offending behaviour. Design/methodology/approach It considers three key areas, namely, first, a discussion about the nature of ASD and how it might be related to offending behaviour; second, a brief commentary about the prevalence of this population; and, finally, an exploration of the effective management and possible treatment outcomes. Findings Methodological limitations have resulted in variable findings which has hindered our understanding of this population. Some of the research is based on small, highly specialist samples making prevalence difficult to measure. The link between ASD and offending is still not well understood, and despite advances in staff training, awareness amongst practitioners remains an underdeveloped area, thus yielding variable treatment outcomes. Originality/value This review continues to demonstrate the urgent need for robust research in order to better understand the link between ASD and offending behaviour, to provide tailored, needs-led interventions, and reduce the risk of offending amongst this group as a whole.

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