ABSTRACT
In the last chapter, we tried to give some indication of the practical implications of the key areas of diffi culty that we suggested were at the heart of autism. In this chapter, we hope to take that further, by giving more practical details of what these diffi culties might mean in the classroom and how the teacher might attempt to meet the needs of pupils with such identifi ed diffi culties. Where the last chapter focused on the specifi c differences found in autism that we characterised as an ‘autistic’ way of thinking and learning, this chapter will take more of a teacher’s perspective, addressing concerns that may arise in both experienced and inexperienced teachers of pupils with autism.
