Special children (From Western Telegraph)

Special children

James has the potential to outshine the brightest mainstream pupil at his school. Remarkably, James (not his real name) is autistic and his exceptional level of intelligence is masked by the profound barrier he has in communicating with people.

One of his classmates has memorised all the security codes operating access to the Autistic Centre at Pembroke Dock Community School. Some of these children have phenomenal skills, observed headteacher David Thorley.

Sixteen children aged between four and 11 years old are educated at the ultra-modern unit which serves children throughout Pembrokeshire from its base at Pembroke Dock Community School.

No expense has been spared in providing the facilities these children need; from the sensory room with its amazing light and sound display, to the fully-equipped kitchen where they learn cookery skills.

The sensory area can be both calming and stimulating, while another room filled with soft play equipment is a necessary alternative to the playground on wet days.

We have one little boy who travels to us from Fishguard, explained Mr Thorley. After an hours journey the facilities in both these rooms have a beneficial effect on him. Education can only happen when children are calm. Children with autism spectrum disorders are referred to the unit after assessment at a specialist centre at Mount Airey School, Haverfordwest. Those with less severe forms of autism can spend a significant part of their school day in mainstream classes while a minority are educated wholly within the unit.

David Thorley has had personal experience of autism. His adopted son was autistic and he died tragically from a condition associated with the disorder when he was just nine years old.

He has a big school to run. He currently oversees 500 pupils in what is by far Pembrokeshires biggest primary school, but his commitment to the autistic unit is unquestionable.

I know through personal experience the worry it is for parents. It puts a major responsibility on us to do absolutely the best we can for these children, he said.

One member of staff is employed for every two children. Regular meetings are held with parents to discuss their childs progress.

A detailed record is made of achievements in a range of skills. Personal and social abilities are charted alongside progress in speaking and listening, knowledge and understanding, creativity as well as achievements in academic subjects.

Considerable emphasis is placed upon developing life-skills and the social use of language. A dedicated and enthusiastic staff break the learning down into small, achievable steps for the children.

These youngsters are integrated whenever possible with pupils in the mainstream school with full integration at lunch and play times. There are benefits all round, believes Mr Thorley.

The mainstream children not only accept them, but welcome them, he said.

He regards this unit as the jewel in the school. It gives so much to all the other aspects of the school, he maintained.

Autism was once more commonly associated with boys than girls but there is a relatively even balance at the unit.

Once these children reach secondary school age many move on to the autistic unit at Pembroke Comprehensive School while those with more severe difficulties may go to residential schools.

These are children who in the days before autism was fully understood would have floundered in a system which didnt understand them.