Abstract
The development of inclusive practice and inclusive schools has opened up mainstream schooling to the full spectrum of pupils, whatever their need. And rightly so.
The Speech and Language Resource Base at Bartley Green School has developed social and curriculum skills which are enabling pupils with autistic spectrum disorders to access the social,' Vocational, and academic environment of a secondary school. So much so that it is the expectation that the approaches to inclusion, involving the individual, the parents or carers, the whole school and its professional staff, will lead to accredited success at school-leaving age and to a post-school career or training placement which will be just as positive an experience.
This paper sets out the referent frame from which an inclusive secondary school setting has been created, and also examines the procedural issues which make it possible to create an inclusive environment for pupils with autistic spectrum disorders. It also examines the social and learning development which occurs when pupils engage with the full curriculum of an inclusive school.
Participants in this paper will be able to use the framework freely to develop and adapt it as appropriate to their own school environments.
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