ABSTRACT
Until relatively recently few students with autism were provided with the opportunity to take part in further educational activities of any kind. Many children went immediately from autistic schooling into residential provision, often spending their entire lives with other people with autism. Whilst such a life style ensures consistency and familiarity, it is a long way from the concepts of integration or ‘normalisation’ espoused in other areas of education or daily living. In their recent follow-up study of young adults with autism, Goode and colleagues (in preparation) found that very few had received any form of further education (see Figure 7.1) and most left school for specialist autistic provision.
