ABSTRACT
A recent report by the National Autistic Society has estimated that in the United Kingdom one in every 152 children has a formal diagnosis of an autistic-spectrum disorder (Barnard et al. 2002). This is higher than most previously published figures, and indeed estimates of the prevalence of autism have been steadily revised upwards over recent years (see Fombonne 1999, 2003). Whilst these figures seem to reflect a heightened awareness of autistic-spectrum disorders among professionals and the public rather than a true increase in incidence (Wing and Potter 2002), they clearly have major practical implications for educational services.
