Interesting on the SEN side.
Recently I've been involved in a mainstream comprehensive which has a small autism unit. The school is now getting a good reputation for teaching children who may or may not in old speak have a statement, so not just those classified. They are trying to roll out the different styles of teaching to the benefit of all.
The outcomes areinteresting, although I can't really say the relationship is causal, it may purely be correlation. However, not only are many/most children performing at or above their expected levels but there is precious little difference between pupil premium and non pupil premium pupils. The difference where there is one appears attributable to the severity of the SEN not, as far as we can see, to poverty.
The consequences are also interesting. This is a school serving a poor area but with lots of schools, state and private, where some of the private have recognisable names and there are unfilled places in the state sector. We are now seeing a more middle class intake, especially where parents decide that the private school that suited DCs1+2 won't work for DC3. It's still jolly hard work...
HG, I'd say that one of your DC's alma mater is expert in people with ASD/HFA, although whether they turn out more able to cope with life I wouldn't want to say, not having a control group...