ABSTRACT
This chapter concerns the education of children with autism in ordinary school settings and how it can best be aligned with quality in educational practice. Best practice in education involves the teacher accurately knowing the needs of the learner. It is closely linked with making educational assessments of learning contexts and with reflective teaching where teachers and students think together about learning processes. The chapter outlines how autism education can produce value in children's learning by focusing on real-life learning contexts and children's engagement with these. It also describes the teacher as a professional working closely together with other professionals and with parents in a team approach to support the needs of children with autism and their peers. Reflective teaching involves the understanding that teachers must find out about children as learners in order to be able to guide further learning.
