Post-16 provision for those with autistic spectrum conditions: some implications of the Special Educational Needs and Disability Act 2001 and the Special Educational Needs Code of Practice for Schools

In this article Tricia Clark shares her experience of the ways in which post-16 provision can be further developed to meet the needs of young people with autistic spectrum disorders. She emphasises the need, in accordance with SENDA 2001, for further education colleges to anticipate the needs of all disabled students in order to accommodate them. She concludes that the key to inclusive provision is flexibility.