Remediating the thinking of pupils with autism: principles into practice

We take previously developed principles of a problem-solving approach to teaching pupils with (Jordan & Powell, 1990a, 1990b, 1991), and analyze their application within the normal teaching routine of a specialist school for such pupils. We note the kinds of pedagogical judgment made, and the structures needed by individual pupils to enable them to function as problem solvers. We identify reflection as a key factor in enhancing the potential of pupils as learners and discuss ways of increasing pupils' awareness of their own ways of handling learning situations. The study is set against the background of issues concerned with possibilities of developing a 'theory of mind' in pupils with autism.