Alderson, P;
Goodey, C;
(1999)
Autism in Special and Inclusive Schools: 'there has to be a point to their being there'.
Disability and Society
, 14
(2)
pp. 249-261.
10.1080/09687599926316.
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Abstract
What kind of schools are most suitable for pupils affected by autism? This article reviews meanings of autism and autistic spectrum disorders (ASD). We report evidence from observations in schools and interviews with pupils and adults, drawing on a qualitative study of special education in two contrasting education authorities one with special autistic schools, the other with inclusive schools. Current theory, policy and practice in the education of pupils with autistic tendencies are discussed in relation to the data.
| Type: | Article |
|---|---|
| Title: | Autism in Special and Inclusive Schools: 'there has to be a point to their being there' |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/09687599926316 |
| Publisher version: | https://doi.org/10.1080/09687599926316 |
| Language: | English |
| Additional information: | Saved AAM to S: drive, elapsed embargo on AAM, improved metadata, deduplication, made live and tweeted (LN 17/10/2018). |
| Keywords: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1493961 |
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