Working Effectively with Students who have Asperger Syndrome
Issue 1.1 November 2008
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Welcome to issue 1:1 of The Journal of Inclusive Practice in Further and Higher Education, which has been produced in collaboration between The National Association of Disability Practitioners (NADP) and The Autism Centre based at Sheffield Hallam University. The focus of this first issue is an exploration of the characteristics and experiences of individuals with Autism Spectrum Conditions (ASC), but predominantly Asperger syndrome (AS), in relation to engagement with post compulsory education. Articles have been selected and refereed by members of the Editorial Board and academics with relevant expertise. Each is included because it contains information which is likely to help disability practitioners to develop a fuller understanding of the barriers experienced by people with AS /ASC’s, and therefore be better positioned to provide excellent services to students with various individual manifestations of the condition. Critically, the student voice peppers each of the contributions, and, in keeping with the idea of ‘nothing about us without us’ presentation of ideas which come directly from students will be a feature of all editions of this new journal.
The first edition of The Journal of Inclusive Practice in Further and Higher Education is presented as the final part of a series of three NADP publications which the reader should consider together in order to get a very full picture of the requirements of students who have AS specifically. ‘REAL services to assist students who have Asperger syndrome’, was published as a technical briefing in July, and introduced some ideas about what good practice might look like. September saw the production of ‘A template for developing inclusive practice with students who have Asperger syndrome’, which presents a methodology for colleges and universities to self assess their services and action plan for improvement. In essence, the journal presents a deeper level of academic engagement with the issues presented in the previous two publications.
The next issue will be a collaboration with a university but will not articulate an ‘impairment specific’ theme, as the Editorial Board feel that it would not be congruent with the Social Model of Disability or ideal of inclusive practice to fall into the trap of potentially being seen to treat individuals with the same label as a homogeneous group. This edition illustrates the rich diversity within the population of individuals with the label of AS or ASC’s. Inclusive practice discussed here has the potential to be of benefit to all students.
Editorial guidelines are presented within this edition along with details of the Editorial Board. If you feel you have something to offer, please contact the Editor.
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Please note that page numbers refer to original manuscript.
Martin, N. Beardon, L., Hedge, N., Goodley, D. & Madriaga, M. (2008) Towards an inclusive environment for university students who have Asperger syndrome (AS). Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.3-14. Word Download
Cornwell, M. (2008) The Experience of users of post compulsory education and training and the associated support services/disabled people at work, trying to find work, or who have missed out on education and employment after the age of fourteen. Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.15-18. Word Download
Beardon, L. (2008) Is Autism really a disorder: part 2 – theory of mind? Rethink how we think. (2008) Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.19-20. Word Download
Milman, R. (2008) What are the key difficulties faced by a person with Asperger syndrome in developing an established sense of identity and how can they be best supported? Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.21-32. Word Download
ROZAGY (2008) The perpetual student. Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.33-34. Word Download
Mason, J. (The Goth) (2008) The visual impact of education. Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. p. 35, Word Download
Barnett, A. (2008) Supporting inclusive recreation for individuals with Autism Spectrum Conditions (ASCs). Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.36-45. Word Download
Woolsey, I. (2008) The value of personal narratives for informing understanding of the thinking and learning of individuals with Autistic Spectrum Conditions. Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.46-59. Word Download