A review of the NCSE guidance for the education of children on the autism spectrum

Whether it is the funding arrangements supporting research or the evaluation of policy implementation, educational research is inherently political (Cohen, 2000). My own area of interest concerns the experience of autistic people regarding their own education and is itself a highly politicised topic. Educational policies regarding special educational needs in Britain have, however, been non-autism specific.

This essay examines the evidence and research base used to support the findings of a report (Parsons et al. 2009) commissioned by the National Council for Special Education (NCSE) in Ireland. The NCSE was established following the Education for Persons with Special Educational Needs Act (2004) in order to improve educational practices for this group. The report provides a review of international literature regarding educational provision for people diagnosed with an autistic spectrum disorder (ASD), followed by recommendations for future practice.