A new book aims to help teachers support autistic children in mainstream. Teaching Young Children with Autistic Spectrum Disorders to Learn is written by Liz Hannah and stems from her experience of a London education authority where she worked with autistic children in mainstream settings. The book offers practical support on topics such as developing early communication and gives ideas for activities that will help in different areas of learning. Examples are provided to show how particular children might respond to different approaches and there are practical tips on how to to use rewards and timetables.
Practical Pre-School Update, December 1, 2001.

Most people do not want children with learning difficulties or mental health problems taught in the same schools as their sons and daughters according to a survey. But two thirds would be happy to see disabled children children taught alongside able-bodied classmates, according to a poll for the Disability Rights Commission. Only 12 per cent. said disabled children should be confined to special schools. Disabled youngsters will have the legal right to be taught in mainstream schools from September.
The Mirror, December 3, 2001.

Disabled pupils don’t have to miss out on fun and games at school, thanks to new PE equipment designed specially for them. St Philip Evans RC Primary School, Cardiff, has been able to buy £1,500 worth of sports equipment for youngsters with special needs. Most of the money was raised during a parents’ fundraising evening. The school’s latest inspection report has commended special needs provision. Headteacher, Catherine Power said: ‘The inspectors were most impressed with the way all pupils are fully integrated into the life and work of the school. PE is the hardest area for integration but the new equipment means that when able bodied children are doing PE, the disabled children can join in too.’
South Wales Echo, Cardiff, December 7, 2001.

There is no coherent strategy for educating children with autism, a survey of local education authorities has revealed. Although almost all authorities report that numbers are increasing, they don’t know how many children are affected or how to deal with them. This makes planning and training of staff extremely difficult, says the All Party Parliamentary Group on Autism which organised the survey. Stephen Ladyman, chairman of the group said: ‘We are not blaming anybody but the truth is that nobody has faced up to the problem. Now we are beginning to get a sense of how big it is, and the need to deal more effectively with it.’
The Times, December 13, 2001.

A major shake-up of the provision for children with special educational needs in Liverpool will begin in the new year after months of consultation. Over five years a number of special schools will close and more children will be channelled back into mainstream schools with greater support and training for teachers to help them to cope. Stuart Smith, Liverpool’s assistant director of education, said: ‘It’s national government strategy and city council policy to maximise inclusion wherever possible. It’s in the long term interest of all pupils to be educated with their peers in the local community because they will all live in their community at some time.’
Liverpool Echo, December 17, 2001.

The Joint University Centre at Yeovil College is working towards increasing disabled access to higher education through making students aware of the funding and facilities available to them. Phil Hunt, the centre’s, disability co-ordinator, is planning to give presentations to sixth forms in local schools to make them aware of the disabled students’ allowance which funds the equipment and support needed by disabled people. It is only in recent years this funding has been made available to encourage higher education. It can be used for equipment like special software or a radio microphone, photocopying costs and non-medical support, for example sign language interpretation.
Yeovil South Somerset and Sherborne Times, December 19, 2001.