A clearly set out FAQ page aimed mainly at parents whose children have just been diagnosed as Autistic or Asperger Syndrome. Written in an easily accessible and almost chatty style, it gives useful information about such issues as Medical services, diagnosis, Education provision, Social Services, available benefits and interesting facts.

For example, were you aware that autism is four times more likely to occur in boys as in girls? Or that research shows that no particular race, religious or social group is affected to a greater extent than any other? The popular belief about autism (as seen in the film "Rain Man" starring Dustin Hoffman and Tom Cruise) is that autistic people have a specific astonishing talent. This is technically termed an 'islet of ability' but, sadly, in the real world, less than 10% of people affected by autism have this unusual characteristic. On the other hand, 75% of children affected by autism are also affected by learning disabilities - this is Joy's diagnosis.

Autism-UK was set up in 1996 by Andrew and Lesley Black, who are closely involved in the Lewisham Autistic Society, and who wanted a UK-orientated autism mailing list. (They felt that many autism information sources originated in the U.S.A and were mostly continent-specific). A mailing list provides a forum for discussion and the exchange of ideas - not only by parents of autistic individuals but also the acknowledged experts in the field. The Autism-UK mailing list is now based at the Psychology Department of Edinburgh University and administered by Steve Law who works as a Computing Officer in the Mathematics and Statistics Department at the University.

Together with Patty Romanowski, Barbara L. Kirby maintains the O.A.S.I.S. (Online Asperger Syndrome Information & Support) website based at the University of Delaware in the USA. From the point of view of a parent of a child with Asperger Syndrome, she explains the background and characteristics of this disorder. In the conclusion to her paper, she stresses the point that there is still considerable disgreement between experts as to the exact definitions of the various conditions spread along the Autistic Continuum. These include Autism, Asperger Syndrome, Pervasive Development Disorder (PDD), High Functioning Autism (HFA), Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD) and the oddly titled Pervasive Development Disorder - Not Otherwise Specified (PDD-NOS).

The second part of this web page lays out the 'Diagnostic Criteria For 299.80 Asperger's Disorder' according to the DSM IV classification of the American Academy of Child and Adolescent Psychiatry. Together with the ICD-10 advocated by the World Health Organisation, this is one of the most often used classification systems for Autism and Asperger Syndrome. (The UK uses the ICD-10 system). These classifications are used by clinicians to determine if a child or adult fulfils the necessary criteria in order to give a diagnosis of Autism or Asperger Syndrome.

The third and last part of the web page is a post to the 'bit.listserv.autism newsgroup/listserv' which gives another more 'down-to-earth' description of the characteristics of Asperger Sydrome. However, it would seem, from the language used, that the originator of the message, Lois Freisleben-Cook, if not a clinician, is someone who has considerable experience in the field of autism and Asperger Syndrome.

Written by Lee Marcus of the Chapel Hill TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) Center, USA, this paper sets out principles that teachers can use to enhance the autistic and Asperger Sydrome student's experience of education. The aim of these principles is to enable the student to cope with the school environment as independently as possible, thus minimising the intervention of the teacher in routine tasks. (These approaches can also be used by parents to facilitate understanding of their autistic and Asperger Syndrome children within the family situation).

The paper lays out the specific difficulties that autistic and Asperger Sydrome students have in coping within a school environment. It deals not only with primary-age children but also secondary school students. Based on practical teaching experience, these principles include organising physical surroundings and work areas, use of schedules, clear visual signals and consistent repetition. There are several helpful tables setting out the questions a teacher should consider when planning the education of autistic and Asperger Syndrome students.

This link takes you to the Division TEACCH website. Division TEACCH is an organisation based at the University of North Carolina and is closely linked to other Autism organisations in the USA. It is very active in the field of organising training courses and workshops both in the U.S.A. and in the U.K. where it collaborates with Autism Independent U.K (formerly the Society for the Autistically Handicapped - S.F.T.A.H.) based at Kettering in Northants.

This unfunded informal research was carried out by an individual, David Thrower, whose own family has direct experience of autism. It was prompted by a Parliamentary Written Answer on 9th June 1998 by the Junior Health Minister, Paul Boateng, who stated that the government encouraged Health Authorities and Local Government Authorities to assess the numbers of people with autism in their areas together with their specific needs.

To test this statement, Mr. Thrower approached Health Authorities in England, Wales, Scotland, and Northern Ireland and asked them how they assessed the incidence of childhood autism in their areas, 77 out of 128 responded. (In addition, 33 London Social Services Departments were also approached but a very disappointing 7 responses were received). His research concluded that, although there were effective assessment procedures in place in some Health Authorities and steps being taken to comply in others, a worrying number were carrying out none at all.

This does not bear out Government assurances that it has been encouraging proper assessment procedures by UK Health Authorities for autistic children since June 1998. The link takes you to the results of the survey in full on the Autism Independent UK website (formerly S.F.T.A.H. - Society For The Autistically Handicapped). The survey is copyright David Thrower February 2000.

"Neurotypical Syndrome is a neurobiological disorder characterized by preoccupation with social concerns, delusions of superiority, and obsession with conformity", so reads the introduction to this website. To understand the subtlety of this, you should understand that "Neurotypical Syndrome" is the term applied to 'normal' people by Asperger Syndrome sufferers who are (allegedly) devoid of any ability to understand humour.

Personally, I feel that this is a very revealing website. It discourses knowledgeably and at length, in a breathtaking parody of so many 'expert academic' websites about autism and Asperger Syndrome, sprinkling its 'learned papers' with 'medical jargon' including a report from the wonderfully-titled spoof publication "The Journal of Neurologic Obfuscation".

The webmaster, identified only as 'muskie' discovered that he was on the Autistic Continuum soon after he turned forty, and was astonished to discover that, at last, he had a valid explanation for being 'different'. But his elation rapidly turned to outrage during his search for as much information as possible. He was incensed by the observations and theories of 'experts' because he felt they were often wrong. These objections are based on his own first-hand experience and are his personal opinion. This website is an illuminating insight into the views of an intelligent person with Asperger Syndrome who refuses to be pigeon-holed by 'experts'.