The influence of disclosure of an autism diagnosis on peer engagement and interactions for a child with autism in summer camps: a case study

Fan, Lu'an; Shire, Stephanie; Couture, Mélanie; Zwaigenbaum, Lonnie; Thompson-Hodgetts, Sandy

doi:10.1080/09638288.2021.1904012

Cited by 3 publications

(3 citation statements)

References 41 publications

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“…This was paralleled in the involvement of a wide range of figures within the Jewish community in volunteering in schools or special camps for autistic children. This reflects findings that disclosure of autism diagnoses in summer camps may improve peer engagement and reciprocal interactions, although findings only reflected one autistic child’s experience ( Fan et al, 2021 ).…”

Section: Discussionmentioning

confidence: 72%

‘We’ve come a very, very, long way’ Overcoming stigma of autism: An interpretative phenomenological analysis within the UK Jewish community

Sher

Gibson

Sher

2022

Autism

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Autistic people contend with high levels of stigma in many cultures worldwide. There is a scarcity of literature on stigma in relation to autism in faith communities and virtually no research focussing on this topic in Jewish communities. In this study, we aimed to explore experiences of stigma towards autism and sought views on what steps have and can be taken to reduce such stigma. Using an interpretative phenomenological analysis approach, we conducted semi-structured interviews with 10 participants within the UK Jewish community, in both mainstream and specialist autistic schools. Interviews were conducted over 2 months in 2020. During analysis, 5 superordinate (central) themes and 13 subordinate themes were abstracted. Superordinate themes included ‘Stigma not specific to the Jewish community’; ‘Considerable strides made’; ‘More a lack of knowledge or denial than stigma’; ‘Fear of stigma is a real concern but not widely prevalent’; and ‘Potent factors that reduce stigma in the Jewish community’. We recommend workshops for greater awareness and training for teachers and parents on autism and autistic children’s experiences. We also recommend the formation of specialist autism schools in other communities and promotion of positive narratives concerning autistic people, as this successfully reduced stigma within the Jewish community. Lay abstract Autistic people contend with high levels of stigma in a wide array of cultures worldwide. There is a scarcity of literature on stigma in relation to autism in faith communities, with some limited research on this issue in Christian, Muslim and Hindu populations. There is virtually no research focussing on this topic in Jewish communities and to our knowledge, none at all within UK Jewish contexts. In this study, we aimed to explore experiences of stigma towards autism and sought views on what steps have and can be taken to reduce such stigma. Using an interpretative phenomenological analysis approach, we conducted semi-structured interviews with 10 participants within the UK Jewish community, including parents, rabbis, SENDCos, teachers, and headmasters of autistic children in both mainstream and specialist autistic schools. Interviews were conducted over 2 months in 2020. During analysis, 5 superordinate (central) themes and 13 subordinate themes were abstracted from the data. Superordinate themes included ‘Stigma not specific to the Jewish community’; ‘Considerable strides made’; ‘More a lack of knowledge or denial than stigma’; ‘Fear of stigma is a real concern but not widely prevalent’; and ‘Potent factors that reduce stigma in the Jewish community’. We recommend workshops for greater awareness and training for teachers and parents on autism and autistic children’s experiences. We also recommend the formation of specialist autism schools in other communities and promotion of positive narratives concerning autistic people, as this successfully reduced stigma within the Jewish community.

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Section: Discussionmentioning

confidence: 72%

‘We’ve come a very, very, long way’ Overcoming stigma of autism: An interpretative phenomenological analysis within the UK Jewish community

Sher

Gibson

Sher

2022

Autism

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“…Lunch Bunches relates a student with a disability to a group of students without similar disabilities or students without disabilities to join them for lunch, focusing on social interaction during that lunchtime (Fan et al, 2021) A total of 241 autistic persons participated in these investigations, according to an overall analysis of the trials. Examining the participants' gender characteristics reveals that 47 of them are male and 15 are female.…”

Section: B) Review Of Strategy 2: Peer Tutoring and Peermentioning

confidence: 99%

“…Seven of them used multiple baselines (Banda., et al, 2010;Ganz., et (Parsons., et al, 2019). The other one study used qualitative methods (Fan et al, 2021), and yet another used clinical trials (Zhang et al, 2022).…”

Section: B) Review Of Strategy 2: Peer Tutoring and Peermentioning

confidence: 99%

Cooperative, Collaborative, and Related Strategies’ Effect on Learning in Children with Autism

Boşnak,

Calleja

2023

GJMR

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When the right circumstances are met, children with autism can engage in settings for general education and have a successful educational career. A truly inclusive learning environment and research-based inclusion techniques must be in place for children with autism to be successfully included. The research studies that concentrate on cooperative and collaborative learning methodologies are reviewed in this article. The article concludes by outlining the need for additional study. This study examined 29 research studies using cooperative, collaborative, and related techniques with children with autism. Each article had to meet these requirements to be included: 1. describe the use of an evidence-based intervention for at least one participant with ASD. 2. Consist of at least one collaborative, cooperative, or related method. 3. Research needed to be conducted in an inclusive setting and finally, 4. The reviewed articles had to have been released in 2010 or later.

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Supporting Inclusion in Informal Education Settings for Children with Neurodevelopmental Disorders: A Scoping Review

Ranieri,

Neil,

Sadowski

et al. 2024

J Dev Phys Disabil

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The influence of disclosure of an autism diagnosis on peer engagement and interactions for a child with autism in summer camps: a case study

Cited by 3 publications

References 41 publications

‘We’ve come a very, very, long way’ Overcoming stigma of autism: An interpretative phenomenological analysis within the UK Jewish community

‘We’ve come a very, very, long way’ Overcoming stigma of autism: An interpretative phenomenological analysis within the UK Jewish community

Cooperative, Collaborative, and Related Strategies’ Effect on Learning in Children with Autism

Supporting Inclusion in Informal Education Settings for Children with Neurodevelopmental Disorders: A Scoping Review

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