Autism and the U.K. secondary school experience

DILLON, G.V., UNDERWOOD, J.D.M. and FREEMANTLE, L.J., 2014. Autism and the U.K. secondary school experience. Focus on Autism and Other Developmental Disabilities. ISSN 1088-3576

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Abstract

This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools.

Item Type: Journal article
Publication Title: Focus on Autism and Other Developmental Disabilities
Creators: Dillon, G.V., Underwood, J.D.M. and Freemantle, L.J.
Publisher: Sage for Hammill Institute on Disabilities
Date: 2014
ISSN: 1088-3576
Identifiers:
NumberType
10.1177/1088357614539833DOI
Rights: Copyright © 2014 by Hammill Institute on Disabilities
Divisions: Schools > School of Social Sciences
Depositing User: EPrints Services
Date Added: 09 Oct 2015 10:06
Last Modified: 09 Jun 2017 13:18
URI: http://irep.ntu.ac.uk/id/eprint/7650

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