Research into children with autism indicates that therapeutic sessions with dogs might provide a way of encouraging social interaction and reducing solitary or repetitive behaviours. With recent educational ASD interventions aimed at providing ways of encouraging intrinsic motivation to socially engage, it is possible that sessions with dogs could be used in a similar way. The present study involved three students with ASD who were given five sessions with a dog and their teacher. Sessions followed a semi‐standardised approach and were recorded and coded on social behaviours, with qualitative observations made. Pre and post measures entailed ADOS‐2 assessments and teacher questionnaires. Results suggest that students' responses in sessions were highly individual; all showed an increase in meaningful social interactions with dog and teacher, reduction in solitary or repetitive behaviours within the sessions and reported generalisation effects in some areas. The study lends support to the research base on the beneficial impact of dogs for children with autism and suggests that sessions with dogs in school could act as a way to strengthen interactions and engagement with teachers.

Understanding what autism means on a personal level can be an important process for young people on the autistic spectrum, and being able to reflect on this and discuss with autistic peers can be particularly helpful. However, opportunities may be restricted by reluctance to talk about diagnosis and because of difficulties in communication inherent in autism. This article describes a therapeutic media project within an ASD school that attempted to support young people to reflect together about what autism meant for them and create resources to share with others. The process is described and main themes of discussions analysed using thematic analysis. Main themes emerged of making sense of diagnosis, experiences of difference and transition to adulthood. Various strategies to manage diagnosis and negotiate identity also emerged. Issues around informed consent and confidentiality and the therapeutic value of such groups are discussed.

The Rochford Review heralded new arrangements for statutory assessment for children with SLD and PMLD working below the national curriculum standard. New assessment arrangements, the pre‐key stage standards and the engagement model, relate to two groups of pupils: pupils ‘not yet engaged’ and pupils ‘engaged’ in subject‐specific study. This article looks at what these terms mean and examines what is involved in the new assessment arrangements.

The increasing complexity of children with SLD and PMLD can make day‐to‐day teaching challenging and emotionally taxing. Regular opportunities for teachers to reflect upon practice can help teachers make sense of what happens in the classroom and see the relationship between their personal theories, values and beliefs, and their thinking, knowledge and action. Reflective practice can also have a positive effect on teachers' wellbeing. Continuing Professional Development Practice in special schools should not ignore ‘professional artistry’ in teaching in favour of ‘technical‐rational’ aspects. This is discussed in reference to a practical exercise on Reflective Practice used with staff in a school for children with SLD and PMLD.