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These findings raise many issues for service delivery and the rights of persons with disabilities and their families.

Children and young people have good levels of awareness and knowledge about autism and reported positive attitudes towards peers with autism and are willing to help those who are bullied. A higher than expected number of children and young people self-reported being on the autism spectrum. These findings bode well for peer-mediated support strategies for inclusive education.

Br J Learn Disabil. 2020;48:45-58. wileyonlinelibrary.com/journal/bld | 45 Abstract Background: Children with identified special educational needs are at higher risk than other children of having visual needs that are not adequately met. This paper evaluates the impact of addressing the visual needs of these children on behaviour and academic achievements in a number of case studies. Method: Nine children (4-11 years of age, from four classrooms), who attended a special school in a medium-sized town in the UK, took part in the case studies reported here. The children were part of the Special Education Eyecare (SEE) Project.Six of the children were selected because they had unmet visual needs at baseline and required bespoke interventions to meet these needs; the other three children were selected because their visual needs had been met prior to the study and no further adjustments were needed. Repeated direct observations were conducted to assess the impact of the intervention on the children's behaviour in the classroom.The observer was "blind" with regard to the visual needs of the participants. Parents and teachers completed the Strength and Difficulties Questionnaire (SDQ) for each child, before and after the intervention. School files were analysed to assess effects on academic achievement.Findings: Subsequent to the implementation of bespoke visual adjustments, for example prescription of spectacles or changed seating in classroom, significant and sustained changes were observed with regard to the children's behaviour (i.e., increased engagement with peers and/or teachers and decreased off-task behaviour). Strength

Objective Postsecondary educational attainment is the key for successful transition to adulthood, economic self‐sufficiency, and good mental and physical health. Method Secondary analyses of school leavers’ data were carried out to establish postsecondary educational trajectories of students on the autism spectrum in the United Kingdom. Results Findings show that students with autism who had attended mainstream secondary schools enter Further Education (post‐16 vocational training) at lower rates and Higher Education (University) institutions at a similar rate to other students. They study the full range of subjects on offer. However, they are more likely to be younger, study at a lower academic level, and remain living at home with their parents. Conclusion While course completion data were not yet available, attainment data showed that prospects are improving, although more needs to be done to enable these young adults to achieve their full postsecondary educational potential.