Not following statement guidelines

This is a hugely difficult issue, and arises at college and university levels as well as in schools.

Teachers may not necessarily be autism aware, or properly understand why he needs immediate access to a quiet place. There is inevitably a gap between disability support provision (which is often social model based - all about being "less able" and supported to bridge the gap, rather than disabled). This means teachers may assume the provision has been met within the special needs provision.

One of the problems with autistic spectrum is the risk of appearing rude, or aggressive, or defiant, or insubordinate, through not being able to adopt the reciprocal posture, attitude, facial expression or tone of voice expected by someone in authority. Also tending to ask more questions or expound knowledge may be resented by teachers.

I suspect a lot of children on the spectrum encounter problem relations with teachers, but I don't think there is any mechanism for addressing this or monitoring it.

The teacher almost certainly has no sufficient comprehension of the effects of autism, and indeed, as things stand, it may not be that easy to convey this.

However the school took him on as a pupil with the disability, and should be aware of this possibility and have a strategy in place to deal with it - unfortunately "should" and actual implementation don't tie up.

At an HE level supporting disabled students I've had to arbitrate many times where colleagues have become insensed by the behaviour or attitude of a student with autism. It really is incredibly hard to put over to colleagues that some behaviour is an inevitable part of the condition.

Teachers (even some university lecturers who don't understand how to get the best out of students) assume a notion of authority, and being better and wiser than the rabble in front of them. People with autism are destined to do badly in such situations.

I agree too that tutors will likely close ranks and react adversely to a complaint. I confess you'll probably find his behaviour is discussed openly in the staff room, despite the supposed rulings about confidentiality of disabled student issues. So sorting this out will not be easy.

I sometimes rant about unprofessional behaviour, but this one is an inevitable consequence of the lack of adequate awareness and understanding of autism in schools. This is one of these areas where NAS needs to make representation to local authorities education divisions about autism awareness.

This is a hugely difficult issue, and arises at college and university levels as well as in schools.

Teachers may not necessarily be autism aware, or properly understand why he needs immediate access to a quiet place. There is inevitably a gap between disability support provision (which is often social model based - all about being "less able" and supported to bridge the gap, rather than disabled). This means teachers may assume the provision has been met within the special needs provision.

One of the problems with autistic spectrum is the risk of appearing rude, or aggressive, or defiant, or insubordinate, through not being able to adopt the reciprocal posture, attitude, facial expression or tone of voice expected by someone in authority. Also tending to ask more questions or expound knowledge may be resented by teachers.

I suspect a lot of children on the spectrum encounter problem relations with teachers, but I don't think there is any mechanism for addressing this or monitoring it.

The teacher almost certainly has no sufficient comprehension of the effects of autism, and indeed, as things stand, it may not be that easy to convey this.

However the school took him on as a pupil with the disability, and should be aware of this possibility and have a strategy in place to deal with it - unfortunately "should" and actual implementation don't tie up.

At an HE level supporting disabled students I've had to arbitrate many times where colleagues have become insensed by the behaviour or attitude of a student with autism. It really is incredibly hard to put over to colleagues that some behaviour is an inevitable part of the condition.

Teachers (even some university lecturers who don't understand how to get the best out of students) assume a notion of authority, and being better and wiser than the rabble in front of them. People with autism are destined to do badly in such situations.

I agree too that tutors will likely close ranks and react adversely to a complaint. I confess you'll probably find his behaviour is discussed openly in the staff room, despite the supposed rulings about confidentiality of disabled student issues. So sorting this out will not be easy.

I sometimes rant about unprofessional behaviour, but this one is an inevitable consequence of the lack of adequate awareness and understanding of autism in schools. This is one of these areas where NAS needs to make representation to local authorities education divisions about autism awareness.