chapter
2 Pages

Introduction

ByJennifer Doran, Seamus Hegarty

As part of the Primary Review in England, Daniels and Porter examines the evidence for educational provision and support for children with special educational needs (SEN) and disabilities. The needs and abilities of children on the autism spectrum have been the focus of considerable research effort over the past two decades, alongside growing awareness of the condition among professionals and the general public, as well as an increase in prevalence in recent years. Children on the autism spectrum are the fastest growing group of children with a statement of SEN in mainstream schools in England and Wales. The report of the Task Force on Autism in Ireland noted the lack of empirically validated studies to support positive outcomes for people on the autism spectrum and stated that: Information on a variety of empirically validated methodologies should be available and the relative value of different options should be explored from the professional and parental perspectives before making decisions on educational placement.