This reflective analysis evaluates the inclusive education practices for autistic pupils, integrating theory, policy guidance, and school-based strategies for enhanced learning outcomes.
ASD is a neurological disorder affecting about 1% of the population in the United Kingdom that lasts for a lifetime (National Autistic Society, 2021). This figure draws attention to the essence of school development that facilitates the learner with autism to get the best educational experiences including social and emotional well-being. The SEND Code of Practice (2015) provides guidelines for personalisation of education for children with special educational needs and disabilities, which ensures that the pupils are included and can learn in the context of the National Curriculum. However, there are still barriers to successfully integrating inclusive practice, especially in the teaching context of culturally and economically diverse schools. For educators and students alike, help with assignment writing can be invaluable in navigating this complex area.
As I am currently working as a Special Educational Needs Coordinator (SENCO) in a larger than average Primary Academy, I have learned that provision for autism cannot be overemphasized. Situated in an area characterised by the high levels of deprivation the school currently enrols 447 learners, 28.9% of whom are eligible for pupil premium funding compared to the national average. Moreover, 76.4% of pupils are of minority ethnic origins, and 56% are learners whose first language is English (Strand et al., 2018). Though the number of pupils with SEND represents only 6%, which is on par with the national average of 6%, a third of the schools (or 16.3%) offer school support above the local and national average. Specifically, autism is the most common type of identified SEND needs in our school, therefore requiring effective ways to support students with social, sensory and communication difficulties in a diverse context (Hasson et al., 2022).
This is a special concern for me as a SENCO since I have noted several strategies enacted to address the needs of autistic students with different effectiveness. Some children, through activities like the provision of sensory-friendly environments, get touched and experience changes for the better in every aspect, while others are still locked out and unable to benefit from such calls for change (Paraskevi, 2021). Based on such results, I assume that variations in training among the staff, a lack of sufficient resources, and possibly difficulties in combining both EAL and autism-focused approaches might be to blame. Thus, this reflection aims to examine these dynamics in more detail and offers suggestions for improvement supported by the current data.
At the national level, the Equality Act (2010) and the Children and Families Act (2014) stress the need to reduce students’ exclusion from SEND, and the SEND Code of Practice offers implementation procedures (Department for Education and Skills, 2019). Bowlby’s Attachment Theory, Bronfenbrenner’s Ecological System theory, and the Social model of disability are some of the theories that explain the relationship between the environment and the learners (Tong and An, 2024). However, there are still some irregularities and inefficiency in the realization of these theories and principles to ensure parity and effectiveness in school practices, especially those in disadvantaged and diverse schools.
This activity involves the provision of a reflective account of how effective my school is in providing the necessary support for pupils with autism to foster success (Walker, 2023). It will employ several theoretical approaches and policies to examine the current practices, assess the opportunities and threats and provide recommendations for practice improvements. It will be about translating the policies into practice and, in the same manner, guaranteeing that the interventions are research-backed and context-specific to the learner (Eriksson et al., 2018).
Signpost:
To accomplish this, the account starts with a description of the literature and theoretical underpinnings, allowing the identification of current practices in the school (Snyder, 2019). The applicability of these practices will be discussed by critiquing them, with the result being a set of recommendations for improving autism practice (Rapp and Corral-Granados, 2021). Therefore, this reflection aims to provide continuity to achieving enhanced outcomes for pupils with autism by integrating theory, policy, and practice.
Subjectivity and Bias
Since am a SENCO in the school and at the same time a practitioner undertaking research, I am aware of the issues of subjectivity and bias that may come up. On one hand, the position offered me essential information about the practices of the school, on the other hand, it makes me more biased to the results (Snyder, 2019). To avoid this, I have used multiple sources of evidence, such as progress checking data of the pupils, feedback from parents and staff, and observations of classroom practices. Similarly, I have always compared my observation with the situation with the theory and other related information to avoid bias.
Ethical Considerations
Human Ethical consideration has been an essential topic of discussion throughout this reflection. All data collected from the pupils for creating this account has been done in compliance with the SEND Code of Practice (2015) and school policies and regulations with utmost regard to the privacy of identity of the learners (Nnamani and Lomer, 2024). In seeking the views of the staff, and parents, where necessary, consideration has been observed to be made to some of the complex problems faced by the pupils with autism.
Evidence Gathering
Pupil Data: An evaluation of learning gains concerning academic performance and pupil behaviour among pupils with autism.
Staff Feedback: It is based on findings from interviews conducted through casual conversations with teachers and teaching assistants, discussing their practice of working with autistic students.
Parent Perspectives: Information from parents’ feedback interview that is likely to embrace a more extended timeframe of support solution efficiency.
Classroom Observations: Documentation of teaching behaviours and instructional actions for the purpose of judging compliance with best practices and principles related to autism.
Linking Theory to Practice
One of the elements of this methodological approach is to relate the data collected to extant theory and policy. Theories include but are not limited to Bowlby’s Attachment Theory, Bronfenbrenner’s Ecological Systems Theory and the Social Model of Disability, will help in explaining the behaviours of the school (Lopez et al., 2021). The reflective process, as such, assesses how these theories are incorporated in current provision and what areas of practice fall short of the theory.
Limitations
This account bears in mind some limitations that are characteristic of the method. This mostly depends on the fact that the results generated from the qualitative study might be rich in detail but may not be easily generalized (Cheong et al., 2023). However, the time frame defining the analysis period limits the number of factors that can be included; the resources available also restrict the study area. However, integrating theoretical frameworks, policies, and practical evidence makes the evaluation broad and useful.
ASD was officially identified in the middle of the twentieth century, but Leo Kanner and Hans Asperger did some of the pioneering work (O’Reilly et al., 2019). Kanner adopted a bio major formulation and defined autism as a separate disorder involving abnormalities in social interaction, preoccupations with exact or stereotyped patterns of thinking and behaving associated with fixed, unvarying routines. Asperger's also pointed out characteristics of autism; however, in children who were exceptionally verbal and possessed intelligence quotient scores, hence termed Asperger Syndrome (Rosen et al., 2021). These early interpretations effectively defined autism solely in terms of a medical model and understood it as a basket- full of diseases that require a fix (Czech, 2018). With time, people transformed their perspective, realizing that autism is not just one disorder but a range of it. It was the shift from the model that emphasized deficiencies, which are characteristic of autism, to the model that took into consideration such an array of assets and liabilities.
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The neurodiversity paradigm shift was the idea that autism is nothing more than a variation of the human brain and not a deviant pathology (Russell, 2019). This approach, therefore, supports a new mindset of acceptance and the diversity that it brings as contrary to what autism needs to be corrected. It correlates with the general societal trends of diversity because the environment dramatically contributes to the lives of people living with autism (Chapman, 2020). The overall focus has shifted from what was once believed to be the way of delivering learning to the best practices regarding autistic children's needs compared to formal structures that seek to impose specific learning models on them.
Concepts that underpin the learning of pupils with autism include attempts to describe and explain the cognitive and behavioural pattern of disability known as autism to teach (Hajri et al., 2022). Theory of Mind implies that students with autism have less ability to determine other students’ thinking or emotional state as well as difficulties in manoeuvring with such a problem in the class. Executive Functioning Theory mainly focuses on the lack of planning, organization and management changes (Lord et al., 2020). Theory of predetermination; that is, for instance, the teaching of routines such as visual schedules are embedded in this theory as most learning-disabled children often have an understanding and appreciation for the structure of learning.
Sensory Integration Theory is centred on how a child, a teacher or anyone perceives sensory data and the effects of any related sensitiveness on participation and learning (Lane et al., 2019). Some of the pupils with Autism Spectrum Disorder (ASD) have specific sensitivities that affect their concentration or contribution towards an activity. ‘Orchestrated’ Approaches: Sensory-friendly classrooms and individualised interventions are intended to do precisely this and keep pupils’ senses attuned to such classrooms where settings are provided for regulation (Ruttledge and Cathcart, 2019). The Social Model of Disability places the problem not within the person with a disability but within the society and environment and claims that there are barriers within the school preventing them from performing to the best of their abilities (Camarata et al., 2020). This model forms the basis of integration outlining teaching methods, class layout, and school policies involving those with a deficit in information processing in students with autism.
National policies have a significant impact on the provision of pupils with autism. From the SEND Code of Practice, schools' responsibilities in identifying and providing education for pupils with SEND and disabilities become apparent (Azpitarte and Holt, 2023). These features are person-centred, family involvement, and focus on practising scientifically based interventions. It also demands that all the pupils mainstream as well as special needs pupils have a complete package curriculum package that has to accommodate the needs of all learners (Azpitarte and Holt, 2023).
The Equality Act entitles pupils with Autism to get a reasonable adjustment for them to attend school and education as the other normal child (Stobbs, 2022). This means changing some physical features of the classroom and modifying how or how contents are delivered and taught. The legal framework governing pupils with SEND was also evolving as the Children and Families Act brought in Education, Health, and Care Plans for children and young people with the most complex needs, for example, those with autism (Kenny et al., 2020). These plans encourage inter-professional working between education, health and social care services, though delay in gaining access to them becomes an issue.
Where local guidelines exist, they offer context-specific implementation approaches complementing national policy frameworks with implementation strategies and resources for schools (Ahad et al., 2022). All of these policies promote autism awareness training for staff, integrating teaching approaches for students with autism and the initiation of plans to tackle problems before they become more serious. There is a stronger policy in this area at the central level. Still, there are significant differences in practical procedures, especially in schools with few resources or students with significant learning difficulties (Lindsay et al.,2020). The dilemma that exists between academic outcomes and character building of learners with autism continues to be an andy problem in the current government policies.
Autism spectrum disorder is a worthy topic that suggests considering several theoretical frameworks for developing appropriate practices to raise attainment for pupils with such needs (Hodges et al., 2021). One of the most popular ones is the Theory of Mind, which implies that people with autism may have problems perceiving other people’s mental states. This theory sheds light into social communication difficulties that are present, suggesting how to do structured social skills training and outlook interventions. For example, social stories and role-play are common teaching strategies learners use to resolve social dilemmas (Iftach and Shapira-Lishchinsky, 2021).
Another vital framework is executive functioning theory, which states that struggles with planning and organizing and failure to maintain a flexible thinking pattern can be found in pupils with autism. This theory is used to explain the practices like a visual time line, breaking of activities into parts, and explanation of procedures, which are used to predict learning context (Muzari, Shava and Shonhiwa, 2022). These strategies help the pupils to cope with transitions and perform complicated activities.
Sensory Integration Theory can be applied to explain how pupils with autism disorder interpret sensory information. This framework draws attention to the fact that the sensory to which a pupil is hypersensitive may interfere with his/her levels of attentiveness and interest within a learning environment. It has given rise to practices like the development of friendly classrooms, the practice of offering Sensory breaks, and the use of Sensory tools for learners (Fletcher et al., 2023).
The Social Model of Disability can be compared with the Medical Model of Disability. It claims that it is not autism as a condition which creates the true barriers for pupils’ inclusion and achievement at school but the environment. This framework supports the delivery of inclusive education for children with disabilities, calling for changes to classroom and teaching structures and school policies to ensure that the school environment is suitable for every learner.
Despite the richness we gain from theoretical frameworks, they have not been left without criticisms. For instance, the Theory of Mind has mainly dealt with shortcomings in the social cognition domain (Taylor et al., 2023). They have claimed that this view may take attention away from what is positive about autism, including the.. Autism has been described as being overly focused with a powerful ability to concentrate as well as evidence of high levels of patience (Smit et al., 2019). Furthermore, treatments derived from this theory, including social stories, work as well but might not meet the developmental needs of the pupils.
In like manner, as much as the Executive Functioning Theory effectively explains the behavioural and learning concerns that children with such disabilities have, it may not give a complete understanding of the range of capabilities under the autism spectrum (Smit et al., 2019). Some encouraged structures based on this theory are concrete structures that may sometimes deny the pupils chances to develop a flexible approach to learning.
Some criticisms of Sensory Integration Theory are related to the fact that children with autism have a different sensory processing pattern variability. Critics have claimed that despite the consumer sensory-friendly type of interventions benefiting some pupils, they may not help all the pupils, hence the need for more differentiated strategies (Dwivedi et al., 2021). Moreover, the effectiveness of some sensory interventions and strategies for teaching students with autism is still ambiguous; therefore, discussions arise concerning their applicability.
The Social Model of Disability has been regarded as an excellent success for emphasizing obstacles rather than personal impairments (Jurgens, 2023). Still, critics insist that this model contradicts the essential understanding of the interdependence between the person and environment in terms of disability (Fougeyrollas et al., 2019). However, it is recommended that this type of model may reduce the focus of requiring professionals to develop unique approaches to dealing with those with autism while removing barriers is critical.
Several practice implications can be derived from the aforementioned theoretical frameworks and school critiques (Özdemir et al., 2022). Firstly, there is a call for mixed-models approaches that use several frameworks to address the complicated needs of learners with ASD. For example, implementing the Theory of Mind and Sensory Integration Theory interventions guarantees the targeting of the latter type, namely social and sensory (Özdemir et al., 2022).
Sensory-friendly spaces continue to be made an essential consideration to be implemented (Clément et al., 2022). Ideally, classrooms should be modified to minimize sensory input and organise the classroom environment with the help of props such as soft seating zones, low illumination zones, and sensory kits. Such changes require corresponding training to identify signs of sensory requirements to maintain employment that is appropriate for everyone.
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Executive Functioning Theory suggests that visual supports and others like them must be adapted to permit the pupils to work towards increasing independence (Younger et al., 2023). Pupils must be allowed to apply and develop self-regulation and problem-solving strategies within a framework.
The Social Model of Disability supports the concept of a whole school for inclusion (Guillemot et al., 2024). Some considerations include excluding any aspect that may act as a hurdle in achieving the goals, such as communications formats and course structure. Schools must also appreciate the need for differentiated practice so that children get the necessary support according to their learning profiles.
This has to do with one of the most critical aspects of such practices, known as staff training. Recommendations for training include topics regarding important theoretical paradigms and instructional approaches that can be used at the practice, which will allow the staff to prepare for the required tasks for autistic students with various and diverse needs (Resch and Schrittesser, 2021). Professional development continuously may ensure that staff supports and implements research-based practices and enhances/modifies approaches utilizing reflective evaluation approaches.
Furthermore, effective implementation entails that families and pupils participate in the planning and assessing interventions planned in their schools (Hayes and Bulat, 2019). Involving families promotes compliance in support interventions with pupils' home experiences, and self-advocacy activities allow autistic pupils to express themselves and make inputs about their learning. In this paper, specific theories, policies, and practices have been presented and explained on how schools can provide exceptional child education, focusing on those children diagnosed with autism (Gebhardt et al., 2022).
To what extent does my school provide an inclusive education for pupils with autism, enabling them to achieve the best possible outcomes?
This question focuses on determining how well existing practice correlates with theory and policy prescription. As a spectrum disorder, there are very complex ways in which autism impacts pupils, and therefore, addressing the needs of learners with this condition means supporting them to have an inclusive and satisfactory education experience along many facets of school life (Hasson et al., 2022). This paper will discuss how inclusive education, as defined in the SEND Code of Practice (2015) work, promotes collaboration, differentiation and the elimination of barriers to learning.
In responding to this question, the focus is on assessing to what extent the identified theories of learning, namely, Theory of Mind and Theory of Executive Functioning, Sensory Integration Theory, and the Social Model of Disability, are applied in my school. Furthermore, it looks at how policies at the national and local levels are implemented in practice and how the unique drivers and barriers presented by our school’s demographic factors work in terms of high levels of deprivation and a large intake of EAL children (Pérez‐Escamilla et al., 2021). The following analysis helps us know some strengths and points of growth to look at in pursuing that and thus provides further clues as to what inclusive education may mean for those pupils with autism in this case.
Special Education Accommodations
My school has made good progress towards the policy of improving the interaction between reduced teaching for everyone and pupils with autism. The use of learning objectives and materials personalized to fit the needs of the learners is common practice globally (Gunawardena et al., 2024). For instance, a visual timetable is implemented and consistently followed to clarify timetabling and minimise stress for any child with autism. These practices align with the principles derived from the executive functioning theory, which has been developed to support the needs of learners in a structured environment (Walkington and Bernacki, 2020). Livingston 2012 found from teaching practice observations in a Year 4 classroom that pupils with autism who used a picture-based schedule were more attentive and had fewer episodes of evidential anxiety during switches.
Moreover, the applicability of manipulatives and other inclusive assessment techniques allows pupils with autism to express their knowledge in words rather than have their learning restricted by conventional means (Schleiff et al., 2022). Such strategies are essential to demonstrate the school’s readiness to eliminate hindrances and promote full participation of all learners.
Teaching Assistants (TAs)
Special educational needs support assistants are vital in this school's organisational efforts; they offer individual and small-group support to children with Autism(Martin‐Denham, 2022). Instead of a strict academic support service, their main job is to help students with social and emotional aspects. This work provided an example of a Year 3 pupil with autism whose improvement of confidence in social relationships and gaining of peer relationships resulted from a TA’s constant accompany during group work (Losberg and Zwozdiak-Myers, 2021). This is a directive of the Social Model of Disability and indicates how TAs work to eliminate barriers that would otherwise limit a pupil’s participation.
Theory of mind interventions like social stories and role plays to teach the pupils with autism how to understand signals and respond appropriately are also executed by the TAs. Surveys undertaken among the junior staff suggest that these measures have helped to bring some of the most outstanding changes in how pupils communicate socially (Chen and Lucock, 2022).
Parental Engagement Measures
The school has a key focus on involving families in the process of the child's developmental progress when they have autism (José et al., 2024). Families are supported in the process of assisting their children at home through regular workshops and other avenues, including parent-teacher meetings and newsletters. This approach supports the principles of partnership set out in the SEND Code of Practice, where the active engagement of the family in planning and devising the necessary support approaches is promoted (Attard and Booth, 2023).
Focus on Emotional Regulation
Being aware of the value of the emotional aspect in the processes in the educational setting for pupils with autism, the school has incorporated interventions to manage emotions (Trevisan et al., 2021). This is, for instance, unique rooms that pupils can go to when they feel overwhelmed. Despite the small, the effects of these spaces on society have been impressive. In addition, recorded information obtained from a sensory room occupied by a Year 2 pupil depicted that after the activity, the child could join the class and learn with little anxiety (Garcia-Garcia et al., 2021). These efforts can be linked to Sensory Integration Theory, which is an approach to handling sensory needs to improve learning and participation.
Ethics by Commitment to Professional Learning
The school has shown concern towards fostering professional learning; the training sessions for autism and inclusive education were conducted. Overall, although what is offered here is subject to appreciable variability when it comes to the question of staff confidence in implementing mainly targeted strategies, at the least, these sorts of sessions can offer a ground floor from which to endeavour to build (Müller et al., 2021). The training on sensory processing was completed recently, and it gave teachers more hands-on information regarding the processing spectrum; many survey participants indicated they felt more prepared to address classroom sensory concerns (Howell, 2021). This professional learning commitment is a reflection of assertive professionalism and programme improvement in light of the knowledge acquired by the school.
Staff Training and Expertise
This level also presents significant risks to its long-term sustainability. Still, its most urgent and difficult-to-manage complication is the variation in staff confidence and competence regarding autism-specific interventions. Although the staff of the school conducts training sessions on awareness of students with autism, it is proved that teachers and teaching assistants are not confident enough while dealing with more involved needs such as sensory processing and social communication needs (Gillespie-Lynch et al., 2021). Due to the lack of recognition of such concepts as the Theory of Mind or Sensory Integration Theory, some workers cannot modify the given actions properly. For instance, a teaching assistant teaching a non-speaking learner says that they do not know how to shift to other communication strategies, meaning that there is an area of CPD need (Webster and Roberts, 2020).
In response, the school has to provide long-term, organized and coherent autism-related instruction for teachers involving the practical use of interventions (Chistol, Schipor and Turcu, 2024). This could include training in augmentative and alternative communication, sensory processing, social skills training, and video modelling, among others. When everyone in the school is ready to handle students appropriately, classrooms will be protected and supported better.
Sensory-Friendly Environments
The school has sourced a sensory room for children with sensory processing difficulties, but various limitations, such as inadequate access and timetabled sessions across the year groups, act as constraints (Mallory and Keehn, 2021). This author’s informal observations indicate that pupils display signs of sensory integration during transition periods or any time when they are engaged in free movement, even for short durations. However, students have limited access to these resources due to space and monetary constraints. Furthermore, most classrooms do not have features, for example, adjustable lights, noise reduction equipment or furniture interior design to enhance learning for these children (Li et al., 2022).
For the improvement of the extent of sensory support, it was recommended that the school should invest in acquiring more sensory materials and ensure all the classes addressed them. This may include issuing of portable sensory tool kits, easier access to quiet places and orientating the staff to observe and be ready to meet the sensory needs of children (Schwartzman and Knowles, 2021).
Pupil Voice Initiatives
The promotion of education with the views of the pupils is still in its initial stage, and there is no proper way of reporting the voices of pupils with Autism (Petersson-Bloom and Holmqvist, 2022). Due to573 inadequate practice, some informal talks have been conducted with the pupils. However, they are irregular and inaccessible to nonverbal or minimally verbal children. This gap raises concerns as the values of the Social Model of Disability, namely the independence, participation, and control of pupils' education, are not adequately supported (Petersson-Bloom and Holmqvist, 2022).
Policy implementation and time factors
Despite a clear commitment to frameworks like the SEND Code of Practice and the Equality Act, delays and inconsistencies in applying those slow the work down (Lamb, 2019). For instance, learners who need an Education, Health, and Care Plan (EHCP) encounter slow processes to undergo the assessment to receive individualized support. For example, a Year 6 pupil with autism spent 6 months waiting for an EHCP assessment to receive necessary exceptional educational support, during which his learning dramatically slowed (Daniels et al.,2019).
There is a need for the school to set policies on how it will track and fast-track the EHCP process as well as better engage local authorities in the process (Keville et al., 2024). Moreover, incorporating a timetable for reviewing SEND policies and practices into the school’s quality improvement cycle would ensure that provisions are still in place and adaptable for each academic year, much less the changes that can take place in terms of legislation or student needs (Adams et al., 2018).
Parents’ Participation and Social Partnership
While the school has implemented methods to include families in learning processes, such as events and information-sharing channels, parents of children with autism are not as active in these processes (Adams et al., 2018). This could be due to language barriers and ‘culture’, taking into account that a relatively large number of families have EAL children. For instance, for a parent workshop on sensory strategies I recently organized, few families turned up physically, while many had shown their interest in advance.
In a bid to enhance parental contribution, there are several methods that the school needs to employ, including the use of translating many parents’ correspondence, organizing workshops at convenient hours and establishing Parental speaking forums (Piccolo et al., 2024). Supporting these partnerships would make families feel that they have the capacity to support their children and work with the school.
Present practices, like the formation of social skills groups and the use of roleplays, at least partially correlate with the Theory of Mind (Kalkusch et al., 2022). These interventions integrate with the intention of enhancing the knowledge and capability of the pupils when it comes to social signals and, hence, peer relations. There are lessons to be learned from analysing video-recorded interactions in a Year 3 classroom. For example, structured social skills sessions facilitated better social initiations and maintenance over time for a pupil with autism. However, the irregularity concerning the staff’s training restrains the usage of these interventions from being established broadly and efficiently (Chuang et al., 2024). Some staff can effectively model and ensure the generalisation of social stories and visual aids to teach perspective, while others may lack self-efficacy or knowledge to use such instruments.
The features of visual schedules, task segmentation, and structure routines implemented in the school correspond to the understanding of Executive Functioning Theory (Tsz et al., 2024). These kinds of structures are beneficial for autistic pupils because the infrastructures are predictable and have clear boundaries, this is evident through the decreased number of distressed pupils during transition. However, it is seen that these strategies are not employed operating at all the year group levels where some of the classroom staff fails to organize the necessary resources or has inadequate appreciation to effectively provide and apply them (Ibbotson, 2023).
Sensory integration theory has not been fully implemented at the school, especially when it comes to limited information and sensory-friendly assets and zones (Greven et al., 2019). Though there is a sensory room in the school that is very helpful in managing pupils with sensory processing disorders, it is rarely available to pupils. In one Year 2 classroom, the researcher noted that a pupil with sensory needs got increasingly upset during a noisy game because there was no accessible low-arousal environment around (Greven et al., 2019).
The school shows a level of adherence to the Social Model of Disability by showing how the systemic barriers have been done away with with a view of encouraging those with disability. Both of the discussed strategies, differentiated teaching and the use of teaching assistants, facilitated the enhancement of accessibility in a learning process. However, barriers that are systematic in nature, large classroom population and lack of enough learning resources, hinder these processes (Kilroy et al., 2019).
There are policies, practices, and organisational culture in the school that fully support the provisions of the SEND Code of Practice and the Equality Act (Warnes et al., 2021). However, the implementation of these frameworks is often delayed, more specifically regarding the Education, Health, and Care Plans (EHCPs). The example of a Year 6 pupil on the waiting list for an EHCP for more than six months shows how bureaucracy slows people down if necessary, hindering a student’s development and general health.
This analysis has also highlighted areas of practice deficit, including the area of pupil voice and the systematic use of inclusion strategies throughout the school. Although I have seen positive results in specific cases, such as the application of visual schedules and TA support, a better approach should be used to ensure these methods are implemented. A significant conclusion from this reflection is the importance of professionalism as a crucial approach to enhancing the professional competence of staff members for undertaking research-informed practices (Cumming-Potvin, 2023).
Conclusions
Back to the Research Question
This reflective account sought to answer the question: In what measure is my school ensuring that it allows a child with ASD to learn in a style that will make him or her receive the best outcomes possible? The emerging evidence shows that despite certain school achievements in the process of inclusion, there are some areas where practices can be further developed to achieve a more consistent and effective provision for autistic pupils. Using aspects of the Theory of Mind, Executive Functioning Theory, Sensory Integration Theory and the Social Model of Disability, this discussion has highlighted areas of potential strength and potential development for policy, theory and practice.
Key Findings
The evaluation revealed several areas of strength around what the school can offer. A clear knowledge of the teaching approaches meant to implement classroom integration or teaching strategies like differentiated teaching and structured routines, as well as the utilization of visual schedules, also shows a clear appreciation of the need to introduce predictability and clarity to autistic learners (Mairi et al., 2020). Thus, teaching assistants are indispensable when it comes to facilitating students' access to their subsequent social and academic development. There is also active parental involvement because the school is keen on turning families into equal stakeholders in the education of their children. Further, the provision of sensory towns and related professional development attract attention to meeting the variations of pupils (Mairi et al., 2020).
It also highlighted areas related to implementation and compliance with a consistent approach (Conn and Davis, 2023). Information on autonomy for teaching strategies regarding autism demonstrated different results within various year groupings; this shows the necessity to establish more specific and continuous professional development for staff (Conn and Davis, 2023). First, the scarcity of sensory resources and the failure to apply methodologies for collecting pupils’ voices also limit the school in meeting the needs of autistic pupils.
Changes in Thinking
As a result of this reflection, there has been a positive change in attitude towards inclusive education (Guillemot et al., 2024). At first, I had a procedural perception of inclusion, meaning that I looked at it as a matter of policy and funding. Nevertheless, applying such theoretical sources has revealed the need to expand the concept of adaptation by including environmental changes, personalized approaches, and the involvement of all parties concerned.
It has also helped me to broaden my understanding of the role of sensory concerns in modulating the pupils’ behaviour and interests (Greven et al., 2019). The reviewed sensory integration theory has shed light on how environmental context may promote or challenge the learning of pupils with ASD. It has reiterated the call to have the establishments and engagements sensitive to children with impaired sensory experience as a standard provision.
Implications for Practice
These findings are important for SENCO in suggesting new ways of working and have implications for this school in particular. Further to the school’s good practice identified, the school can increase the usage of EBPs, procedures should be made more rigorous and upper years practices be consistent with that of the lower years. For example, the concern can be addressed by routinely offering different sessions with topics such as staff awareness of methods. This would enable them to help students use sensory interventions and communication techniques properly. This way, the school can improve staff confidence and competency as they handle pupils who have specific ASD (Eriksson et al., 2018).
The results also support the need to construct settings that address sensory concerns. There should be the provision for more auxiliary sensory services in classrooms to ensure that every learner shall access the necessary accommodations required within the school day. This resonates with the Social Model of Disability, which focuses on eliminating barriers in involvement.
Ideas for Enhancement and Advancement
Further development and improvement measures contain several best practices based on conceptual and policy advances. First, the enculturation process should focus on the professional development of the staff so that shortages in expertise may be remedied (Conn and Davis, 2023). Autism-specific workshops would ensure that various staff members are aware of how to manage different aspects of autism and assist pupils with their particular needs, including the use of sensory processing skills and augmentative communication strategies.
Agenda for Change
Therefore, this reflective account has illustrated that except for highlighted achievements, my school has an enormous potential to enhance the quality of dealings with autistic pupils. Thus, by focusing on the revealed deficiencies and developing the school’s effective practices, it is possible to enable all children to progress and thrive in school.
References
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