Autism in Special and Inclusive Schools: 'there has to be a point to theirbeing there'

What kind of schools are most suitable for pupils affected by autism? This article reviews meanings of autism and autistic spectrum disorders (ASD). W e report evidence from observations in schools and interviews with pupils a nd adults, drawing on a qualitative study of special education in two contr asting education authorities one with special autistic schools, the other w ith inclusive schools. Current theory, policy and practice in the education of pupils with autistic tendencies are discussed in relation to the data.