ABSTRACT
This chapter articulates how inclusive principles, distinct group differences and the individual needs dimensions of pedagogy interrelate with one another to provide a framework for defining good autism practice around a set of eight principles of good autism practice. These eight key principles represent the ethos, values and practice outlined so far in this book. They were developed to support practitioners to meet the specific learning needs of autistic children and young people across Early Years settings, Schools (5–16) and Colleges (Post-16) as well as provide pointers to teaching approaches, methods and resources to use in educational provision and practice. The principles represent broad inclusive principles, whilst illustrating that in order to implement these broad principles, distinctive approaches and methods are needed in the education of autistic children and young people. The eight key principles emerged from an examination of the current evidence base from research and practice, as well as key policies, statutory guidance and messages from the autistic community. They are presented within the themes of the ‘individual child’, ‘positive relationships’, ‘enabling environments’ and ‘learning and development’.
The development of these principles was commissioned by the Autism Education Trust and written by Karen Guldberg, Kerstin Wittemeyer and Ryan Bradley. This report is entitled The Good Autism Practice Report. It is published and is freely available from the Autism Education Trust website. This chapter builds on the themes outlined in the report.
