ABSTRACT
Many years ago, after I was appointed as a Support for Learning teacher in a secondary school, I was quietly informed that I would be responsible for all the learners with autism in the support base and mainstream classrooms. Though I knew nothing about autism at that time, and had never taught this group of children before, I approached the challenge with missionary zeal. I considered myself a competent teacher, having emerged fairly recently from a four-year BEd degree. My head was still full of educational theory, my shelves were stocked with the latest books, and I had recent experience, in the same school, of working with a range of youngsters with what were then referred to as ‘special educational needs’. I therefore assumed that I was well equipped for what lay ahead and felt ready to step up to my new responsibilities.
