• Posted on August 9, 2022
• Libin

Assignment Sample on Evaluating Policy and Practice

Introduction

In this concise report, a detailed discussion will be made regarding all the barriers autistic learners may face in the learning days. The autistic learners call for special needs as well as support from other people as they have significant difficulties as well as disabilities in learning. Undoubtedly there is a huge significance of SEND policy in order to provide the autistic learners special education provision in order to take them along in the educational journey with other ordinary children.  Furthermore, little key information such as age, diagnosis, special school about all the autistic learners in the UK will be discussed in detail and along with that importance of the implementation of SEND policy for them will be considered thoroughly. Apart from that, certain models of disability will be chosen in order to address all the barriers these special children may face in their learning days. In addition to that, policies for special needs of the autistic children will be considered in depth in order to evaluate how it may support the inclusive education for autistic learners in the UK. Few major barriers which are faced by the autistic learners are to be discussed briefly in order to portray an overall view of their situation, which occurred due to certain disabilities.

Learner Autistic

Special education needs and disabilities hold a huge significance for the autistic learners as they require few certain special needs in their learning period as most of the autistic learners suffer from unique behavioural problems and such problems are listed below:-

1. Autistic learners’ cognitive processing delays
2. They suffer from sensory perception issues
3. Most of the autistic learners fail to interact socially
4. They are significantly impotent express challenges
5. Autistic learners may also suffer motor skill challenges

Furthermore, it may be mentioned that the autistic learners in the UK are generally diagnosed at the age of 4 years and along with that children in the UK may be screened for autism between 3 to 4 years old. Along with that it needs to be mentioned that there is a huge importance of SEND policy which will aim to meet all the special needs of the pupils suffering from autistic disabilities. Moreover, SEND policy will benefit all the members of the school community irrespective of their race, gender, disability, as well as social origin (Hong et al., 2018). Furthermore, it needs to mentioned that there are certain SEND policies through which an autistic learner may be benefited in the classroom and such significant ways are as follows:-

Avoiding sensory overload

Avoiding sensory overload may help autistic learners as most of them struggle with sensory perception issues and avoiding sensory overload will in turn enable the autistic learners to manage overwhelming sensory issues. Furthermore, many unexpected things may turn out to be distracting for the autistic learners.

Using Visuals

Creating daily or weekly schedules with visual blocks of time and showing sequential steps of a particular task may help all the autistic learners have a better understanding of that particular task. Along with that, communication may be aided for those special autistic children who are either less or non-verbal.

Being predictable

Being predictable holds a key significance as most of time autistic learners are unable to express their thoughts regarding a particular topic and along with that they need to be allowed to choose their own activity in order to make them stay focussed (Duggal et al., 2020).

Keeping communication concrete

There are significantly two common ways of visual communication system such as Picture Exchange Communication System (PECS) as well as sign language which helps the instructors to communicate concretely with autistic learners.

Directly teaching social skills

Furthermore, it may be mentioned that the instructor may need to put focus on teaching motor skills to all the students and along with that teaching imitation will also lend a big hand in teaching them social skills. Along with that, it may be stated that Model social interaction, reciprocity and turn talking will also play a key role in teaching the autistic learners all the significant social skills.

Treating autistic learners as individuals

Autistic learners are special children with special needs, therefore, it is quite evident that each and every autistic learner may need to be taken care of individually as each of them may require different techniques to learn certain things (Schnell et al., 2020).

Furthermore, it needs to be mentioned that there are few significant categories of SEND policy and such categories are given below:-

1. Communication and interaction
2. Learning and cognition
3. Emotional, social as well as mental health difficulties
4. Physical and sensory needs

On the other hand, labelling refers to identifying that a pupil is meeting all the eligibility criteria for services regarding special education and in this scenario all the autistic learners of the UK may need to be labelled for special education services. Furthermore, the labelling may be done as students with disabilities (SWD) or students with autistic disabilities in order to identify all the autistic learners inside a classroom and provide them with special care (Moon et al., 2020). However, it may be mentioned that autistic children need not be allocated to a different class for special care as in that case social interaction may be hampered due to the allocation of different classes.

Models of disability

Model of disability mainly refers to a proper way of observing through which the entire world may know about the disable persons and their barriers by society. More specifically, this model of disabilities describes several models such as functional, medical and social models that may discuss the way these models may help Autistic persons to understand the barriers.

Medical model

Medical model basically describes the health conditions of the disable persons in the UK and their difficulties or the new challenges faced by them to fight against social stigma and discrimination. This model may explain their condition that affects them due to trauma or any specific reasons that may disrupt the functions of the disable person. On the other hand, it may be stated that the autistic learner is disabled by impairments or differences and it is required that these autistic learners are needed to cure properly such as other people in the UK. On the contrary note, it may be mentioned that this model not only describes the disabilities of the Autistic people, apart from this, proper treatment or cure processes have to be mentioned through which these persons will be provided normal conditions similar to normal persons. This model is considered as a traditional model which may explain disabilities through understanding by different approaches (Smith and Bundon, 2018). Furthermore, this model may lead to identification of barriers of learning of the disable person in the UK who lose their independence and unable to maintain their own work or problems. In addition to that, impairments and chronic illness may pose genuine issues, however, the main reason of disability is impairments through sensory, physical and mental in respect to traditional views.

Functional model

Functional model refers to the functional disability of the Autistic learner who may face several difficulties regarding these conditions. This disability may be caused by the cognitive, mental and physical difficulties which may prevent these persons from functioning. The Autistic disable persons are able to perform their work activities and these people depend on another for performing their work. The aim of this model is to treat the perceived incapacity of the Autistic learners through support and services as well as the identification of the barriers of learning. This model may establish rehabilitation support similar to occupational therapy and physiotherapy in which the occupational therapy involves daily training and prevocational skills. This model may help these Autistic people to try to recover their conditions similar to other normal persons with the help of proper treatment and support (Gutman et al., 2019). On the other hand, Autistic persons mainly detach from the normal social life, however, with proper guidance and support, these people may try to express their feelings. The Autistic disable people may suffer from sleeping issues that create mood instability which may affect their work activities. Furthermore, it may be stated that these persons may face sensory issues similar to avoiding and seeking that means these persons feel demotivated from the normal people in the UK.

Social model

Social models may focus on the barriers faced by the Autistic learners despite concentrating on difficulties and impairments of these disable persons.  Autistic learners’ activities are limited by the condition or the impairments, however, these activities are not limited by the environment. On a contradictory note, barriers are consequences of a lack of social organization and this model describes the identification of the barriers of learning in the UK. Basically, social models describe that Autistic learners are not disabled their conditions, along with this, Autistic learners are disabled by social barriers. Social modelis not only implemented for the Autistic learners,  however, the negative language of Autistic learners caused by several issues may suffer in their daily lives (Woods, 2017). These disable people may not cooperate socially and maintain a distance from society and it has an adverse effect on them as mentally support from the society may cure them as early as possible. On the contrary, it may be mentioned that this model may argue that society needs to be more inclusive and accessible for ensuring that the people with these disabilities may participate similar to normal people. Furthermore, the social model of disability is considered to as progressive way of observing the Autistic learners with their difficulties. In addition to that, this model is one of the important tools that provide equality for these disable persons by advocating for positive changes. On the other hand, it has to be mentioned that the social model of disability has to gain more interaction between the young disable people and the normal person though this disability may be easily cured by the support and interaction.

Inclusion

Disability inclusion basically describes the relationship between the way of disable persons may perform and the way these disable persons may participate in the society. Disability inclusion may allow the people with disabilities to take advantage of the benefits of the health promotion and prevention activities such as education, training and programming through which the disable persons may receive advantages. Autistic learners may be helped by this proper training and program through which these disable people may feel mentally supported and promote the physical activities. On the other hand, it may be stated that these disable persons may improve their nutrition that may support them to stay physically fit as well as mentally strong. Children with Special education Needs and Disability (SEND)may be educated in a special language speech that may help the students in order to improve their disabilities. In addition to that, inclusive schools may be defined as a particular place where all the disable students may learn together regarding the difficulties or issues which the student or the children may face. On a contradictory note, it may be stated that inclusive education is considered to be a key document in inclusive education that may offer a basic and clear outline regarding inclusive education on a global level.

It is highly necessary that students may have knowledge regarding these issues and the way these issues may be changed. In addition to that, all the students ort children have to educated through which social discrimination may remove for the UK society and the normal person may help them to treat as an normal human in the UK society. Apart from this, inclusive education may help the students to resolve their problems as well as the students are to be protected from social discrimination. Practically, full inclusion may not be possible for achieving due to a huge number of students in a class, however, the Department for Education and Employment (DfEE) states to develop an education system in which specialist provision is seen as integral part of provision for increasing the skills and resources that may help to improve the disabilities (Department for Education.org. 2021). On the contradictory note, it may be stated that the additional resources are needed for full inclusion, therefore, the school authorities may adapt classroom practices through which this may meet all the learners’ needs as well as the skills of the staff in the schools in the UK also improve.

On the other hand, iit may be stated that inclusive education basically refers more than physical integration while Special education Needs and Disability Code of Practices (SEND CoP) states that a student may receive a quality education in the schools that means the setting in the school may help the students to meet all the goals. The Department for Education and Employment (DfEE) may produce four principles of inclusive education which may be stated below:

1.All the children or the students in the UK schools have same opportunity regarding the inclusive education

2. Differences among the students may be celebrated and respected in a school environment that may add value of individual’s diversity
3. Provide an effective inclusion where the students and the children may meet their needs on a special school in the UK
4. All the students in the UK schools may receive the necessary adaptation for supporting their learning regarding the disabilities and discrimination

These four principles may encourage the family members of the students and the opinions and ideas may be incorporated into the learning processes for the students. This information is considered as the fifth principle of inclusive education for the Autistic learners (Tabernero and Calvo, 2020). Most of the schools may not take this inclusive education for granted and the school authorities may evaluate and monitor the progress all the students need. On the other hand, it may be stated that school authorities may primitive a sense of community and belonging for all the students, more specifically, inclusive schools may provide inclusive education and aspiration to the students. It is highlighted that it is the school authorities’ responsibility to fulfill the students’ needs in the policy guidelines published by the United Nations Educational, Scientific and Cultural Organization (UNESCO) (CentreUNESCO.org. 2021). In addition to that, UNESCO may believe that inclusive education involves the schools and learning centres which may help to develop the knowledge regarding the disabilities. The inclusive education may involve school transformation and there are changes to aid in achieving the inclusion such as financial resources, constructing school committees, infrastructures and training of personnel. The above mentioned definition of inclusive education may be constructed under the social disability model because modifying the environment may help to reduce the barriers faced with SEND.

All the schools with the ethos may value all the children and the students that believe the attitudes, achievements, teaching and learning, on a contradictory note, it may be mentioned that inclusive education is not involving students with SEND, however, providing an educational inclusive schools for all the students. The UK government may implement the Equality Act 2010 that may improve the disabilities of the people from any social discrimination and the Autistic learners. Several policies regarding the discrimination law, equality law in the UK may support the needs of the Autistic people which may help to decrease their knowledge and the disabilities (Legislation.gov.uk 2021). On the other hand, it may be stated that it is impossible for the UK government to adopt full inclusion, however, with the help of school authorities and the learning team, the inclusive education may be provided (Moriña, 2017).

In order to protect the students from the social discrimination, the inclusive education has to be required through which the school authorities with the help of the UK government may lead the students for their advantages. Similarly, the students may take this advantage as the students together may learn and solve these difficulties. Moreover, inclusive education will be considered an on-going process for all different needs and abilities for removing all the discrimination from the community and society. In addition to that, inclusive education may not be about respecting and recognizing the community, however, it may also be a celebration of what makes the students different.

Policy

In the UK, the government has implemented the Equality Act 2010 for the disable persons as the UK government may protect them from social discrimination. The Equality Act 2010 (Legislation 2010) is to protect the disable person from any discrimination in the UK and this act may represent various types of inclusion education such as Special education Needs and Disability Code of Practices (SEND CoP) which describe the Equality Act 2010. The Equality Act 2010 utilizes the medical model for explaining the disabilities of the person and the effectiveness of proper support or needs. A worldwide perspective of disability is also important to understand as well as it is mandatory that the normal people may support them that help them to recover. On the contrary, it may be stated that the UK government may implement several acts such as Equality Act 2010 support or guide the disable children and their families through which the families who have Autistic learners may guide the disabled persons. This Special education Needs and Disability Code of Practices (SEND CoP) provided to the students only, apart from this, the entire community is needed to understand regarding the disability as well as the support.

On a contradictory note, it may be stated that the UK government may refuse to implement article 24 which is based on the right to inclusion of education and the students are educated by this article. Furthermore, the UK government may not adapt the article 24 from the United Convention on the Rights of Persons with Disabilities (UNCRPD) because the students have reached the inclusion. Disability is mainly associated with the health conditions similar to mental, emotional and injuries that may affect the society. In addition to that, inclusion may rely on celebrating and value diversity and differences considering human rights and the Equality Act 2010 may state that a provision may make suitable adjustment for needs which may arise from being article 23 from the United Convention on the Rights of Persons with Disabilities (UNCRPD). According to the Equality Act 2010, the schools in the UK may provide the auxiliary aids to help the disable persons and this act states there may be additional aids in place for SEND students because, in few schools, they have low funding to provide the students in their schools. In addition to that, Children and Families Act (2014) (Legislation, 2014), Equality Act 2010 and the SEND Code of Practice (CoP) (2015) from Department Of Health and Department For Education in 2015 may state that the auxiliary aids provide definitely that may promote equality for the children.

The SEND CoP may illustrate that schools in the UK may cooperate with the local authorities through which the local authorities may provide professional and additional aids to support the disable children in the UK. it is important that the local authorities with the help of school authorities may assist the Autistic learners through their work activities. The disability persons with difficulties in communication have to be treated and supported by these authorities and the auxiliary aids may be considered as support assistants for these children in the UK. The school authorities may provide these opportunities for the disable students through which the students get benefitted and try to improve in their own communication difficulties. A Picture Exchange Communication System (PECS) has to be considered as an effective way for improving the communication issues of the Autistic learners that may have a positive effect on these disable persons. Using pictures or drawing is another and primary effective way that helps to develop the communication skills of the disabled persons (Gilmore et al., 2021). Along with this, PECS consists of several stages to solve the communication problems as well as the reinforce communicating through pictures may express what the disable person wants or the activities by the disable person may easily understand that may help them to solve their own problems or issues.

According to the National Institute for Health and Care Excellence  may state that additional services are necessary for Autistic learners and the educational system may provide the basic knowledge and the effectiveness of this additional services for children’s needs in the UK. Language therapy and frequent speech are two effective measures that help disable person to change their weakness, on the other hand, it may be stated that the children’s family have meeting with the school special educational needs coordinator (SENCO) as well as the teachers that provide regular update regarding the recovery (Sasson et al., 2020). The aim of the Equality Act 2010 may be implemented within the schools, therefore the students are learning about the rights regarding equality. Furthermore, it is important that teachers and the people who may support the disable students in the UK schools may consider the Equality Act 2010 and may implement inclusion and diversity throughout the educational institute. According to SEND CoP, the students in the UK schools may require SEN support which arise from the ‘Graduated Approach’ cycle and help to remove the barriers to learning as well as provide special educational provision.

The graduated approach may demonstrate Norwich’s model regarding different teaching strategies which are required to enhance the capability of the Autistic learners. On the contrary, it may be mentioned that proper education provided by the school authority may improve the abilities of the students and the children in the UK, however, the UK government may implement more laws and regulations that may help the disable students for resolving their problems and mentally support the society people. The policies may be provided by the UK government that may help the children or the students for protecting them from discrimination as well as the social disturbances. The Autistic learners have to know about their difficulties and try to resolve the problems regarding disabilities and help them from social discrimination. In addition to that, the people with disabilities need to gain more knowledge about the issues and mitigate their problems. On a contradictory note, it may be mentioned that if the UK government may help the school authorities and the learning institutions that may help to develop inclusive education by removing the difficulties (Apanasionok et al., 2021).

On the other hand, Equality Act in the UK may decrease the social discrimination that may help the students as well as the entire community through which the students may learn the communicating process with the other students and that help them. The PECS and the language speech may help the students with these disabilities may improve their communication power that guide or support the students in future. The auxiliary aids in the schools may help the students as well as the staff in the schools that has a positive effect on the entire community. On the contrary, it may be stated that additional services are considered to be important tools which may improve the students mind and body. SEND CoP may improve the quality of the students that may address the improving skills of the students and the families of the students (Nicolaidis et al., 2020). An Autistic learner may learn about the knowledge regarding the disabilities that may help them to resolve their problems and issues regarding the disabilities with the help of the UK government and the school authorities.

Barriers to learning faced by Autistic learner

There are certain barriers which most of the autistic learners face in their learning period and such barriers need to be taken well care of in order to cure their disabilities to some extent. Few significant challenges are as follows:-

1. Difficulties in social interaction

Most of the autistic learners face difficulties in interacting socially which will in turn require special attention to improve their social interaction skills such as reinforcing what the autistic student does well socially. Furthermore, it may be mentioned that teaching social interaction and modelling social interaction styles will immensely help autistic students to develop their social interaction skills to some extent (Howard et al., 2020).

2. Sensory perception issues

Sensory perception issues refer to all the difficulties with organizing as well as responding to all the information that comes through senses and such issues may be mitigated with the help of few significant ways such as by typically using different Wilbarger protocol to desensitize the body. Furthermore, sensory gloves with different tactile may be incorporated sometimes for the autistic students which may mitigate sensory perception issues to some extent.

3. Motor skill challenges

Motor skills such as Pencil skills, Scissor skills, Self-care skills, It skills as well as construction skills are some of the significant skills which are lacking in an autistic children due to their certain disabilities. On the other hand, it may be stated that there are few ways which may mitigate this issue to some extent are painting, cutting with scissors, sand play, playing puzzle.

4. Expression challenges

Due to certain disabilities autistic children are unable to express their views as well as thought process therefore, it may be stated that with the help of SEND policy these autistic children may need to be guided in a special way to express their views properly.

5. Cognitive processing delay

Most of the autistic children before diagnosis face cognitive processing delays such as they have difficulties in predicting others behaviours based on their thought process as well as they face problems in their own behavioural advancement as their overall thought process is significantly slow compared to normal children (Benincá et al., 2021).

Furthermore, it may be stated that autistic children may face difficulties in focusing on things and along with that they may lack control over attention as well as the control over the memory which in turn leave them a few steps behind other normal children. In addition that, it may be mentioned that time management, emotion control as well as frustration act as barriers for them to learn and grow with the same space as normal children do (Hersh and Elley, 2019). On a contradictory note, it may be argued that most of the educators in the UK lack the required skills to provide special care to all the autistic children. Therefore, it may be stated that special training regarding the special educational provision for the autistic children needs to be provided to all the instructors to take care of all the autistic children individually. Apart from that, it may be mentioned that autistic children suffer from verbal as well as nonverbal communication which affects their learning process in a hugeway. Nonverbal communication such as normal hand gestures, facial expressions as well as eye contact abilities are some of the huge factors which act as some of the significant barriers to their learning process. Moreover, the autistic learners are not able to think intellectually as much as normal learners are able to perform due to certain disabilities. Hence, it may be stated that SEND policy will play a significant role in making a perfect educational environment for the autistic children where they will be able to grow as much as they are able to. On the other hand, it needs to be mentioned that children with autistic spectrum diseases increased ERP responses to changes regarding auditory function along with that they exhibit difficulties in processing (Hudac et al., 2018).

Practice

Policy says about this aspect

Curriculum

According to the SEND policy, the educators may need to provide different curriculum for the autistic children as they need an extra as well as special care which will help them in the learning process. Furthermore, it may be stated that the educators may need to incorporate visual representation of a particular thing for the autistic children along with that social interaction as well modelling social interaction styles may need to be incorporated in the SEND policy in order to provide them the best learning experience. Moreover, unlike other curriculum, the curriculum for the autistic children will be slightly different as it will allow the autistic children to choose whichever activity they choose in order to develop their thought process as much as possible. Along with that, the national curriculum in the UK also describes that two pupils need to be taught to sing and play musically with increasing control and confidence

Differentiation

According to the Equality Act 2010, it has been made clear that no children with special needs may be differentiated with other normal children and along with that everyone needs to be treated equally in order to make a perfect educational environment for each and every child. Based on the SEND policy, all the autistic children may need to be labelled as special children in order to provide them special care and along with that they may be labelled as Students with disabilities or Students with autistic disabilities. Furthermore, it needs to be mentioned that autistic children are immensely a focus of technology research within the computer-human interaction community. On a contradictory note, it may be argued that instructors may need to provide special care to each and every autistic in the same class where other normal pupils are studying. Therefore, Differentiation is needed while identification of special children is required and differentiation may also be avoided when it comes to treating each child equally.

Pupil voice

One of the significant barriers that most of the autistic children may face during their learning days are communication challenges which leave them a few steps behind other normal students. Most of the autistic students are not able to express their views, thoughts due to certain disabilities. On the other hand, it may be stated that the instructors may face difficulties while providing special education as pupil voice works as a barrier. Therefore, it may be stated that a proper SEND policy may need to be incorporated in the UK where people special training will be provided to each and every autistic child in order to mitigate the issues related to pupil voice. Along with that, visualization tools such as drawing, painting as well as creating daily or weekly schedules with visual blocks of time will play a key role in mitigating this issue.

Identification of research literature as best practice

Considering all the literature, it may be mentioned that pupil voice is the best practice as most of the autistic children face difficulties due to their communication issues. Furthermore, it may be mentioned that all the educators in the UK may need to be provided with quality training in order to provide all the autistic children with a special education process. Along with that, it needs to be mentioned that the educators may need to incorporate nonverbal ways to communicate with them to let them express their views or thought process in their own way. Apart from that, it needs to be mentioned that the educators of the UK may need to focus on simplifying the language while communicating with the autistic children in order to develop their communication skills to some extent. On the other hand, lack of ability in social interaction may call for the practice of pupil voice as developing social interaction skills will lead to overall growth of the autistic children. On the other hand, it may be mentioned that art therapy is specially designed to improve and develop skills and along with that it also enables interaction with same-aged children which will in turn improve social interaction skills (D’Amico and Lalonde, 2017). Furthermore, in order to improve all the autistic children’s social interaction skills the educators may need to let them choose whichever activity they prefer which will lead them to increase their social interaction skill. Along with that, it needs to be mentioned that the educators may need to be patient with all the autistic children as they require special attention and along with that they are not able to express their thought process in a proper way. On a contradictory note, it may be argued that interacting through physical activity as well as being affectionate towards them with the help of SEND policy may help them develop their interaction skills in a significant way. Moreover, it may be mentioned that people may differentiation is also another barrier where the UK government may need to put focus on in order to provide equal opportunity to all the disable as well as autistic students in order to shy away from differentiation. However, it may be stated that all the differentiation may be used as a positive term during the identification of all the autistic children in order to put them under special educational provision.

Ways for practitioners to implement these practices

Curriculum

The practitioners such as the educators of the UK may need to abide by all the SEND policy in order to provide top quality training as well as learning experience to all the autistic children with special care. On the other hand, according to the Equality Act 2010, the educators will also need to focus on providing equal training to each and every learner without any discrimination of autistic children due to their certain disabilities. Therefore, it may be stated that there definitely needs to be a different curriculum for these special children as the teaching techniques will be significantly different from the normal way of teaching.

Differentiation

Differentiation may be used negatively as well as positively and along with that it may be mentioned that differentiation plays a key role in the overall development of the autistic children. All the instructors may incorporate a labelling system to identify all the autistic children in educational institutions in order to provide them special care as well as special education in order to develop their certain skills to some extent (Wood, 2021). On a contradictory note, it may be argued that according to the Equality Act 2010, no differentiation may be allowed in terms of providing education to the children who are in the needs of special care. However, it may be mentioned that with the help of labelling systems autistic children may easily be identified and along with that they may be provided special care due to their certain disabilities.

Pupil voice

Pupil voice is one of the significant practices that the practitioners may have to undertake in order to learn all the interesting as well as different ways to impart knowledge to all the autistic children with special care. Furthermore, it may be mentioned that the practitioners may need to be provided special training before dealing with all the special children (Hummerstone and Parsons, 2020). Along with that, the practitioners may need to be patient with all the autistic children as their thought processes are significantly slow compared to others. Moreover, it may be mentioned that the people the practitioners may need to incorporate art therapy will lead the autistic learners to interact with others especially who are of the same age.

Conclusion

Considering all the information mentioned above, it may be concluded that the autistic children are in need of special education with the help of different learning styles. Furthermore, it may be concluded that the practices may need to incorporate few methods in order to provide them top quality learning experience which will lead all the autistic learners to develop their skills to some extent. Along with that, it may be concluded that the practitioners or educators may need to abide by all the policies in order to provide them different experiences regarding education. Moreover, it may be concluded that all the policies regarding learning of the autistic learners have been discussed in detail in this concise report. Furthermore, it may also be concluded that the autistic learners may need to be provided knowledge differently as their thought processes are significantly slow compared to other normal learners. Therefore, it may be concluded that the practitioners may need to be patient with other autistic learners as well as they may need to incorporate art therapy in order to develop their social interaction skill to some extent. Moreover, it may be concluded that the UK government may put light on the factor that the autistic learners need not be discriminated against at any cost. However, it may be concluded that differentiation plays a huge role as it will lead the students to learn under special educational provision as explained in the SEND policy. Furthermore, it may be concluded that the practitioners may need to provide visual learning experience to all the autistic children in the same class with other normal children as it will enable the autistic children to improve their social interaction skills to some extent.

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