By Matthew Hesmondhalgh, Christine Breakey
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Additional resources for Access and Inclusion for Children With Autistic Spectrum Disorders: Let Me in
For some of our parents, these little machines have proved to be a lifeline. Some parents are very stressed when their son/daughter starts at the school. They might view sending their child to a mainstream secondary school as a huge risk. In the first few weeks, listening to their messages on the dictaphone can take a long time. During the first few terms, it is interesting to hear the dictaphone messages getting increasingly shorter. We take this as a sign that anxiety levels are reducing. The dictaphone has played a role in this process.
Mrs Smith became a valued supporter of The Resource in her final year before retirement. The school and I miss her greatly. The overriding feeling I had in those first two terms was a sense of the unique situation in which we found ourselves. Our staff team (which grew over the first five years) have never regarded themselves as theorists. We certainly read as many books as we could find, especially those written by people with autism or Asperger’s syndrome. However, we were faced with having to act, not debate: we had to change things by actions, not words.
The record helped to establish a channel of communication between the mainstream teachers and Resource staff. However, for two pupils each integrating into nine subject areas, the prospect of mountains of paperwork was not pleasing. Having to complete these sheets for each pupil once a term and then evaluate them was never going to be a viable option. One term into our first year, we had developed and nurtured some degree of trusting relationships with ‘our’ group of mainstream teachers. This agreement about integration and its purpose would subsequently be achieved through verbal contracts.