Integration of pupils with ASC's and other disabilities is fine in mainstream education if they are to receive the help, support and understanding they need and deserve and the help that is forcefully, consistently and rigorously implemented. I, for one, am all for it if that is the case, but if the provisions aren't in place then forget it. Simply, it will be nothing but a disaster.
When it comes to the matter of education for children with Asperger's Syndrome, I think it is up to the person. If someone with AS wants to be educated in a special school or at home, then let them. It is what they want and their wishes that count the most. If s/he wants to go to a mainstream Secondary School, let them go there. If they want to go to a special school, let them go there. Above all, the child's view with AS should be taken into account, on what they would like. No parental pressure or otherwise must be placed upon them with regards to either choice.
In mainstream education there can be, for pupils with AS, easier access to full national curriculum resources, and specialist subject teaching could, at least theoretically at any rate, develop the child's interests and strengths. Broader opportunities could be given for curriculum development, qualifications and career choices. It could, also, increase an opportunity to spread awareness and tolerance of Autism and AS, along with, a better context for developing an understanding of, and conformity to, the cultural values and rules of society.
To counteract that, the curriculum may not be designed to meet the special needs of the pupil. There can also, be in mainstream education, a poorer pupil to staff ratio to identify and meet need and develop skills, except where and when adult support is allocated. There also could be a poorer understanding of the isolating effects of the condition.
However, I think that special education, where there are few Teachers, few pupils, where it will be quieter, and where their needs are GUARANTEED to met and provided for, could be the best for individuals for Asperger's Syndrome, as opposed, the chaotic, loud, confusing, unpredictable world of Secondary School, with loud bells ringing to signal the end of a lesson, having to move about constantly, the hustle and the bustle of the playground and queueing for dinner. However, as stated, it depends on the pupil with the condition and the provisions that are made. There are no hard-and-fast rules.
Education Authorities should hold information on the number of pupils with Autism and particularly AS. They should also work with health boards to ensure earlier diagnosis. They must ensure that schools develop effective individualised programmes to track pupils and to maximise their progress. All Teachers must recognise that you can never have stop learning or have too much knowledge about a subject or topic.
