Increasingly some children in the autism spectrum are enrolled in mainstream schools by
parents in the hope that naturally available resources and peer group in such settings will help
the child with autism overcome his deficits and overcome autism related problems. Given
the limited attention a teacher could pay to a child with special needs, inadequately trained
aides, lack of pre requisites in the child (eye contact, waiting for turn, responding to general
instructions …), the disparity between the level of child’s knowledge of a subject versus
the level at which the rest of the class is progressing is huge. In many cases it could be a
unpleasant experience with classroom disruptions, teacher frustration, child repeatedly trying
to ‘escape’ from the setting etc.
BMI offers hope based on research based services and procedures to address these challenges
and to maximise the child’s learning in the school.