The school experiences of autistic girls and adolescents: a systematic review

Tomlinson, Carla; Bond, Caroline; Hebron, Judith

doi:10.1080/08856257.2019.1643154

Cited by 22 publications

(22 citation statements)

References 43 publications

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“…In summary, these five Autistic girls spoke openly about their experiences at secondary school and aspects perceived as having considerable bearing on their learning and academic success. It is notable that although their school experiences are different due to a variety of individual factors (Tomlinson et al, 2020), they reported many commonalities. Their insider knowledge provides not only insights into the challenges and enablers associated with their learning, but also some key messages to teachers and schools.…”

Section: Discussionmentioning

confidence: 99%

Please listen to us: Adolescent autistic girls speak about learning and academic success

2020

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Limited research is available with a focus on adolescent Autistic girls and their needs during secondary schooling. Consequently, many issues are often not recognised and addressed by educators. The small-scale Australian research reported here explored the experiences of five Autistic girls during their first 2 years of secondary school, with data being gathered via an online survey and semi-structured interviews. Findings are presented from the perspective of the girls themselves and highlight the negative impact of sensory, communication, and social difficulties, as well as the influence of anxiety and executive dysfunction on their learning and academic success. Unique insights into how the girls feel about school and the anxiety they experience there, together with everyday barriers to learning they encounter provide some important messages to schools and teachers.

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Section: Discussionmentioning

confidence: 99%

Please listen to us: Adolescent autistic girls speak about learning and academic success

2020

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“…In the past decade, the number of children with autism in mainstream schools has substantially increased (Court of Auditors, 2017;Dybvik, 2004;Ferraioli & Harris, 2011). Unfortunately, students with autism are often considered to be more difficult to include than other groups of students with special needs (House of Commons: Education and Skills, 2006; Tomlinson et al, 2020). Indeed, having access to school does not mean being included in school.…”

Section: Introductionmentioning

confidence: 99%

“…Despite these benefits, school inclusion of children with autism is far from being accomplished. For example, children with autism often report more feelings of isolation and experiences of bullying at school than TD children (Bauminger et al, 2010;Chamberlain et al, 2007;Frankel et al, 2011;Kasari et al, 2012;Rotheram-Fuller et al, 2010;Rowley et al, 2012;Tomlinson et al, 2020). To overcome these difficulties, efforts have been made to enhance knowledge about disabilities, emotional well-being, and pro-social behaviors among children (Campbell et al, 2019;Godeau et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Another step to school inclusion: Development and validation of the Children’s Attitudes Toward Autism Questionnaire

Aubé

Rohmer

Marotta

et al. 2021

Autism

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Negatives attitudes toward children with autism are an important barrier to school inclusion. Despite the increasing amount of research, no psychometrically sound scale reliably measures these attitudes in young students. Our aim was to develop and validate a tool (Children’s Attitudes Toward Autism Questionnaire) to evaluate attitudes (three dimensions) of students in elementary school toward peers with autism. Elementary school students ( N = 204) completed the Children’s Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. The confirmatory factor analysis first showed a satisfactory model fit ( χ2/df = 3.65, root mean square error of approximation = 0.114, adjusted goodness of fit index = 0.970, standardized root mean square residual = 0.067, comparative fit index = 0.967, and non-normed fit index = 0.963) and internal consistency for each dimension was good (>0.70). Second, attitudes were more positive in girls, older children, and children familiar with disability (but not with autism). The behavioral dimension of the Children’s Attitudes Toward Autism Questionnaire had the strongest association with the Shared Activities Questionnaire-B. The Children’s Attitudes Toward Autism Questionnaire is the first scale (1) to assess the three dimensions of attitudes toward autism (2) among children (from the age of 6 years old) and (3) to show good psychometric quality. With the Children’s Attitudes Toward Autism Questionnaire, researchers can reliably measure children’s attitudes toward peers with autism, which is especially necessary when evaluating the effectiveness of much-needed anti-stigma programs. Lay abstract Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children’s Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students ( N = 204) completed the Children’s Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children’s Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children’s Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children’s Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6 years old) and (2) to show theoretical and statistical relevance. From now on, the Children’s Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools.

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“…There is substantial evidence indicating that for many autistic children and their families, mainstream schooling is an unhappy and unsatisfactory experience (Roberts & Simpson, 2016). Studies investigating the experiences of autistic students and/or their parents in mainstream schooling report student and parent perceptions of a range of issues leading to a sense of exclusion and inadequate learning (Harrington, 2014;Kendall & Taylor, 2016;Tomlinson et al, 2020;Williams et al, 2019).…”

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confidence: 99%

“…Autistic students and parents cite a lack of appropriate teaching approaches and supports in mainstream schooling as limiting the student's capacity to access the curriculum and realise their academic potential (Humphrey & Lewis, 2008;Tomlinson et al, 2020). It is unsurprising therefore that some parents choose to remove their autistic child from mainstream schooling and seek alternative educational options, such as home education.…”

mentioning

confidence: 99%

Benefits and Challenges of a Hybrid Distance Education Program for Autistic School-Age Students: Parent, Student and Teacher Perspectives

Haas

Carter

Stephenson

et al. 2022

Australas. j. spec. incl. educ.

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Parents whose autistic1 child’s needs are not met within mainstream schooling may seek alternative modes of education, such as home or distance education. There is a paucity of research on the delivery of home or distance education programs for autistic students. This study reports on the experiences of parents, students and teachers in the inaugural year of Australia’s first hybrid distance education program (distance education with parent/carers as supervisors) specifically designed for autistic students. Interviews with eight parents, four students and two teachers gathered their perceptions of the program’s benefits, challenges and suggestions for improvements. All parents, students and teachers reported positive overall perceptions of and experiences in the program, and a range of outcomes for students and parents. Flexibility was identified as a key benefit of the program. Challenges identified included a lack of opportunities for students’ social interactions and the effort required of parents to support their child’s participation. Additional longitudinal research is needed to determine the long-term impact of programs of this type and to evaluate strategies for increasing student independence.

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The school experiences of autistic girls and adolescents: a systematic review

Abstract: This is a repository copy of The school experiences of autistic girls and adolescents: a systematic review.

Cited by 22 publications

References 43 publications

Please listen to us: Adolescent autistic girls speak about learning and academic success

Please listen to us: Adolescent autistic girls speak about learning and academic success

Another step to school inclusion: Development and validation of the Children’s Attitudes Toward Autism Questionnaire

Benefits and Challenges of a Hybrid Distance Education Program for Autistic School-Age Students: Parent, Student and Teacher Perspectives

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