Implications for practice from 'International review of the evidence on best practice in educational provision for children on the autism spectrum'

• Published in: European journal of special needs education Vol. 26; no. 1; pp. 65 - 70
• Main Authors: Guldberg, Karen, Parsons, Sarah, MacLeod, Andrea, Jones, Glenys, Prunty, Anita, Balfe, Tish
• Format: Journal Article
• Language: English
• Published: Routledge 01.02.2011
• Subjects: Autism; autism spectrum; Autistic children; Autistic spectrum disorders; Best practice; Child Development; Children; Cooperation; Cooperative Planning; Delivery Systems; educational intervention; educational provision; Foreign Countries; Holistic Approach; implications for practice; Intervention; outcomes; Parents; Partnerships in Education; Pervasive Developmental Disorders; Priorities; Student Needs; Teacher Collaboration; United Kingdom; United Kingdom
• ISSN: 0885-6257; 1469-591X
• DOI: 10.1080/08856257.2011.543534

This paper summarises the implications for practice arising from the 'International review of the evidence on best practice in educational provision for children on the autism spectrum' and it focuses on key priorities for policy makers, families, practitioners and researchers. Findings highlight that there is little evidence to indicate how different types of provision deliver education or to identify how they impact on outcomes for individual children. Furthermore, the process of deciding on an educational intervention is clearly more complex than the results of individual research papers can tell us. Choice of intervention needs to take account of what is best suited to the child and adults concerned, including the child's characteristics, parental preference, staff expertise and the goals selected. There is a need to focus on the developmental areas of functional spontaneous communication and language, social understanding and joint attention, peer interaction and appropriate toy play. Ongoing parent and teacher collaboration is essential as is a need to develop good collaboration between different professionals, both within and outside settings. Wider inclusion of the perspectives of individuals on the autism spectrum would be welcomed. Training is an important priority as practitioners and parents need specialist knowledge and understanding of the specific needs of children and young people on the autism spectrum. Finally, there is a need for researchers, practitioners, parents and individuals on the autism spectrum to work together much more closely than they do currently in order to determine jointly research agendas and methodologies and to discuss the implications of research findings.