High-Functioning Autistic Students Speak About Their Experience of Inclusion in Mainstream Secondary Schools

Aubineau, Morgane; Blicharska, Teresa

doi:10.1007/s12310-020-09364-z

Cited by 14 publications

(14 citation statements)

References 54 publications

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“…Students across eight of the studies included in our synthesis referenced both challenges and opportunities in relation to the academic demands of mainstream school (Aubineau & Blicharska, 2020; Poon et al, 2014; Dillon et al, 2016; Goodall 2018a; Hebron & Bond, 2017; Neal & Frederickson, 2016; Saggers, 2015; Saggers et al, 2011).…”

Section: Resultsmentioning

confidence: 99%

“…Many participants struggled to make friends, and participants in three included studies made reference to having no friends at school (Cook et al, 2016; Goodall 2018a; Goodall & MacKenzie, 2018a). Having a friend was seen as an important basis for belonging and impacted positively on school experiences across a number of studies (Aubineau & Blicharska, 2020; Goodall, 2018a; Goodall & MacKenzie, 2018; Richter et al, 2019; Saggers, 2015). In addition, the quality of reported friendships differed greatly across studies (Hebron & Humphrey, 2014; Myles et al, 2019; O’Hagan & Hebron, 2017; Richter et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

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A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools

Horgan

Kenny

Flynn

2022

Autism

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Internationally, there is a growing trend towards the inclusion of autistic pupils within mainstream schools. However, concerns have been expressed regarding this policy roll-out preceding empirical evidence demonstrating effective outcomes for autistic students. Concerns have also been expressed regarding the absence of the voices of autistic pupils themselves within research and policy literature. This review seeks to synthesise evidence from qualitative studies relating to the experiences and perspectives of autistic young people enrolled in mainstream second-level or post-primary education. Searches were carried out on three bibliographic databases: Education Research Complete, Education Resources Information Centre and PsychInfo. One thousand sixty-three studies were identified through a combination of database and hand searches of which 33 met the inclusion criteria for the review. Data were synthesised using ‘thematic synthesis’ and the validity of included studies was assessed using the ‘Critical Appraisal Skills Programme’ (CASP) checklist. Thematic synthesis resulted in the development of three analytical themes: ‘Demands of mainstream placements’, ‘Social participation’ and ‘Impacts on the student’. Our analysis revealed that for many autistic young people, mainstream school is a complex and demanding social environment. Further research conducted in partnership with this cohort is essential as inclusive policy and practice continues to develop. Lay abstract Internationally, more autistic pupils are being educated in mainstream schools. Some people have voiced concerns that this policy roll-out is happening before examining the effective outcomes for autistic students. Concerns have also been expressed regarding a lack of the voices of autistic pupils themselves within research and policy. This study was undertaken in order to gather literature that explores the views and experiences of autistic young people in relation to their mainstream school placement at the secondary level. This study aims to summarise the existing literature and provide a new, more complete account of the school experiences of this cohort. After an extensive search, 33 studies were identified by the authors as meeting a set of inclusion criteria. All of the studies included in this review elicited the views and perspectives of at least one autistic young person regarding their mainstream secondary school placement. Upon carefully analysing these studies, the authors developed three key themes as follows: ‘Demands of mainstream placements’, ‘Social participation’ and ‘Impacts on the student’. Our analysis revealed that for many autistic young people, mainstream school is a complex and demanding social environment. Further research that prioritises the voices and perspectives of this cohort is essential as inclusive policy and practice continues to develop.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools

Horgan

Kenny

Flynn

2022

Autism

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“…This might lead to the conclusion that the needs of students with ASD do not seem to change significantly over the years, even though the environment does. Differences between primary and secondary education are often emphasized in the literature, and especially the effect those differences have on students with ASD (Aubineau & Blicharska, 2020;Humphrey & Lewis, 2008). Given the results of this review, we question to what extent the needs of students with ASD in the secondary classroom settings differ from their needs in primary schools.…”

Section: Discussionmentioning

confidence: 99%

“…The education of students with ASD can be particularly challenging for both teachers and students in mainstream secondary classroom settings. For students with ASD, the school environment can be filled with noise and can feel disorganized, which makes their daily school experience stressful and overwhelming (Aubineau & Blicharska, 2020). Furthermore, as opposed to the primary school environment, students' interactions in secondary classroom settings are usually with multiple teachers, who have different teaching strategies and personal characteristics (Able et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Interactions Between Teachers and Students with Autism Spectrum Disorder in Mainstream Secondary Education: Fundamental, yet Under-Researched

Villegas

Steen

Minnaert

2022

Rev J Autism Dev Disord

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This study aimed to identify which aspects of teacher-student interactions contribute to a successful inclusion of students with autism spectrum disorder (ASD) in mainstream secondary classrooms. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. Eight studies fulfilled our criteria, and we identified teacher-related and student-related themes. Most of the included studies did not focus on interactions between teachers and students with ASD, but on requirements that could influence these interactions. Teachers often seemed to infer the needs of students with ASD during their interactions, which, as we illustrate, may not always be in line with their actual needs. We discuss the implications of this gap in the literature and how to bridge this gap.

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“…Moreover, not all autistic adults problematised school tests, and the very light data from autistic children did not suggest any sense of stress associated with them. Indeed, examination periods can provide a welcome break from the usual noise in schools (Abineau and Blicharska 2019), which can be exhausting for autistic pupils, create sensory overload (Sainsbury 2009;Wood 2020) and lead to academic underachievement (Ashburner, Ziviani and Rodger 2008). Therefore, while assumptions should not be made about whether school tests are intrinsically stressful for autistic children, general strain resulting from social and sensory difficulties may significantly hamper their ability to prepare well for them.…”

Section: Discussionmentioning

confidence: 99%

Barriers to tests and exams for autistic pupils: improving access and longer-term outcomes

Wood

Happé

2020

International Journal of Inclusive Education

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Despite the availability of access arrangements for tests and exams for pupils with special educational needs and disabilities, many autistic children and young people have low academic achievements. There is also a lack of consensus on what their educational priorities should be and a failure to link their school programmes to longer-term outcomes. More broadly in the UK, the value of tests in primary school is contested. In this qualitative study based in 5 mainstream primary schools in England, school staff (n = 36), autistic children (n = 10), their parents (n = 10), autistic adults (n = 10), and a sample of parents of children in the same class as the participating autistic children (n = 63) provided their views on school tests and educational priorities for primary school pupils. Findings reveal mixed opinions on what autistic pupils should study in school, and suggest that they are not receiving the access arrangements to which they are potentially entitled. Additional factors, including stress in school and the language of test questions, create further barriers to education and success in tests. Addressing these issues and consulting with autistic pupils on their educational priorities could help improve their future well-being and attainment.

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High-Functioning Autistic Students Speak About Their Experience of Inclusion in Mainstream Secondary Schools

Cited by 14 publications

References 54 publications

A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools

A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools

Interactions Between Teachers and Students with Autism Spectrum Disorder in Mainstream Secondary Education: Fundamental, yet Under-Researched

Barriers to tests and exams for autistic pupils: improving access and longer-term outcomes

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