Title: what about my voice? Autistic young girls’ experiences of mainstream school

Abstract

Recognition of inclusion in mainstream schools for all people with disabilities is enshrined in the Convention on the Rights of Persons with Disabilities (CRPD). General Comment 4 onArticle 24 (Right to inclusive education) of the CRPD provides a concept of inclusion and its core features which we discuss here. Article 7 of the same enjoins state parties to give young people's opinions and views 'due weight' on matters that affect them. Despite calls to gather their views on education to better inform policy and practice, autistic young people have been largely missing from the research, girls most notably. Research on the efficacy of mainstream inclusion and the educational experiences of autistic young people has focused mainly on the perspectives of adult stakeholders such as parents, teachers and classroom assistants. Inspired by Article 7 of the CRPD, we present the educational experiences of two teenage girls with Asperger's Syndrome in a mainstream setting in the UK with respect to the school environment, teachers, the curriculum and peers. The findings from semi-structured interviews and a number of participatory methods reveal that girls reported feelings of exclusion, isolation and anxiety. We discuss these findings in the light of the concept of inclusion provided in the General Comment and conclude with the girls' recommendations on how to include people with ASD in mainstream settings.

Digital stories for transition: co-constructing an evidence base in the early years with autistic children, families and practitioners

“…This means being creative about how voices are respected and represented, and competencies nurtured and enabled. In line with others (e.g., Conn, 2015;Ellis, 2017;Goodall & MacKenzie, 2019) we recognise that autistic children will express themselves in different ways and so it is crucial that the onus lies on us being creative and open with the research tools used to enable children's expression and contributions (Morris, 2003) rather than labelling children as inherently "hard to reach" (Franklin & Sloper, 2009). As Mortimer (2004) reminds us: " .…”

What makes a good teacher? Comparing the perspectives of students on the autism spectrum and staff

“…There are many supporting examples from the research literature; for example, the noise and chaotic environment of school (and the usefulness of an accompanying 'safe space' to retreat to) have also been mentioned by others (e.g. Goodall & Mackenzie, 2019;Williams & Hanke, 2007). Again, despite sensory difficulties being a well-reported issue for many young people on the autism spectrum, there appears to be a lack of awareness and consideration of how sensory needs can be more effectively addressed in practice by teachers (at least within these two schools).…”

“…Van Hees, Moyson & Roeyers, 2015), including sensory experiences of school and classroom environments that may feel overwhelming (Ellis, 2017;Healy, Msetfi & Gallagher, 2013;Humphrey & Lewis, 2008a). A key message is that the individual differences between students on the autism spectrum cannot be underestimated or assumed when it comes to their school experiences (Moyse & Porter, 2015;Goodall & Mackenzie, 2019). Students must not be conceptualised as a homogeneous group simply based on a label of 'autism', which is why finding out more about their views is so vital.…”

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

“…Thea agreed, 'we don't get a lot of organisational help in the school. My Mum and Dad are helping with the organisational push and placing procedures to set it out' (Goodall & MacKenzie, 2018;Grave, 2016;Jarman & Rayner, 2015).…”