Approaches to Inclusion and Social Participation in School for Adolescents with Autism Spectrum Conditions (ASC)—a Systematic Research Review

Lüddeckens, Johanna

doi:10.1007/s40489-020-00209-8

Cited by 11 publications

(11 citation statements)

References 54 publications

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“…Issues like these illuminate the need for curricular reform, rather than making simple superficial changes that proliferate practice-based texts (Grenier, 2014) or simply expecting autistic students to "fit in" (Luddeckens, 2020;p. 6).…”

mentioning

confidence: 99%

Male autistic youth experiences of belonging in integrated physical education

Haegele

Maher

2021

Autism

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The study examined the subjective experiences of autistic youth regarding the role of peer interactions and relationships in feelings of belonging in integrated physical education classes. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. Eight autistic youth (all male, aged 13–18 years) who had received most of their physical education in integrated classes acted as participants. Semi-structured interviews were used to generate qualitative data, which were analyzed using a reflexive thematic approach. Findings are presented in three themes: (a) bullying can lead to self-harm and self-isolation, (b) peer interactions and relationships in the locker room, and (c) peer relationships are based on shared interests and take time to develop. Even though autistic students were educated in the same spaces as their non-autistic peers, feelings of belonging were largely unavailable to them. Lay abstract Recent years have seen calls to amplify the voices of autistic people in research about their subjective experiences. Despite this, we know little about how autistic youth experience integrated physical education, particularly in the United States. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. In this study, we sought to explore the perspectives of autistic youth toward their experiences in integrated physical education, and the roles of social interactions and relationships with peers in those experiences. Findings noted that several factors influenced the ways and extent to which our participants interacted with their peers during physical education. Unfortunately, most of our participants recalled experiencing bullying, and that physical education offered an environment where bullying was most frequent and comparatively unique compared to other contexts throughout the school day. The locker room, a space linked to physical education, was of particular concern because of a lack of teacher presence. Despite the negative views of and experiences in physical education, there was evidence of participants actively pursuing to connect with peers in this context. However, most instances where participants recalled pursuing friendship were not welcomed from others, which stunted their sense of belonging in this space. Given the role that belonging plays in what it means “to be included,” our research supports emerging ideas that even though autistic students were educated in the same physical spaces as their non-autistic peers, feelings of inclusion were largely absent.

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mentioning

confidence: 99%

Male autistic youth experiences of belonging in integrated physical education

Haegele

Maher

2021

Autism

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“…define "Whole-school inclusion" as requiring staff to have a clear and shared understanding of the aims and expectations of inclusion in their school, and that this must be supported by leadership and school management. This is supported in both studies in this essay (Lüddeckens 2020, Lüddeckens et al 2021) also the importance of the issue of communication and of providing support for principals.…”

Section: Conclusion and Answers To The Research Questionssupporting

confidence: 69%

“…Previous research on inclusion underlines the importance of a shared vision in schools for successfully working toward inclusive schools (e.g., Yu et al 2002;Day et al 2006;Óskarsdottir et al 2020). This was also demonstrated in the results of the first study in this essay (Lüddeckens 2020).…”

Section: A Complexity and Contextsupporting

confidence: 63%

“…When designing successful inclusive school contexts and inclusive education, it therefore seems meaningful for the principals to include the student perspective in the decision making. This section continues with an introduction to research on the importance of student voice in decision-making processes, which the results of both studies in this essay have highlighted from the adult perspective (Lüddeckens 2020;Lüddeckens et al 2021).…”

Section: Model Of Inclusive School Leadershipmentioning

confidence: 99%

“…Both of the studies in this essay demonstrated the need for a robust and carefully implemented organizational system in schools than can meet the needs of students with ASC. The first study (Lüddeckens 2020) emphasizes the need for planned structures in situations where students with ASC and their peers interact, and the importance of these situations being planned in advance and not be left to chance (Chung et al 2015). Historically, this may not always have been really taken into account, but the study with the principals shows the importance of how leadership is conducted and what the principal focuses on.…”

Section: B History and Its Processesmentioning

confidence: 99%

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Dialectical Dimensions on Inclusive Education : Involving Students with Autism Spectrum Conditions

Lüddeckens¹

Self Cite

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Purpose: The aim of this essay and its contribution to research is to identify the opportunities, pitfalls, and dilemmas that can arise when inclusive education is organized with regard to students with ASC. In order to create more understanding of the situation for students with ASC in schools, the study focus on school leadership. Sub-studies: The essay consists of two studies. In the first study (1) the aim was to identify, describe, and analyze different research approaches to inclusive education and social participation for students with ASC, by performing a systematic research review. In the second study (2) principals of Swedish schools were interviewed, data collection was divided into three sets of interviews based on and using two models as tools in the analysis process. The models are the Index of Inclusion (Ainscow & Booth 2002) and three key concepts for inclusive school leadership (European Agency of Special Needs and Inclusive Education 2018; Óskarsdottir et al. 2020). Theory: A dialectical approach (Clark, Dyson & Millward 1995; 1998) or the dilemma perspective (Nilholm 2003) have been used as a theoretical lens. This approach aims to provide a dynamic and abductive reasoning for the overall analysis in the essay, since inclusive education appears to create dilemmas when societal cultures and norms, bureaucracy, and structures meet. The analysis demonstrates that inclusive processes appear as dilemma-creating at different levels in the system and addresses democracy in terms of social justice. Method: Crystallization is a term that relates to the practice of using multiple data sources and results, research approaches and lenses (Ellingson 2008; Tracy 2010), which leads to a more complex understanding being opened up in the overall analysis. Knowledge contribution: Inclusion is mainly interpreted as the students’ experience of being socially accepted and having access to academic education and the curriculum. Principals’ feeling of loneliness in relation to their superiors—they need to fight for their students and their staff against decisionmakers higher up in the education system hierarchy. At the same time, it is noted that principals have agreat deal of freedom in their practice, but the issue of communication needs to be raised and support for principals is important. A discussion is needed about whose perspective is the prevailing one in decisionmaking processes in schools and in the school system. Limitations: The data collection of the second study (2) took place via virtual meetings due to the pandemic. Virtual meetings are limited by the lack of being able to observe the interviewee's body language and nonverbal communication, as well as a small sample of respondents. These limitations affect the essay in general and thus to some extent reduce the possibility of generalizing the results. Practical implications: This essay can contribute to a more comprehensive understanding of the inclusion concept in relation to students with ASC. It can potentially initiate forums for further discussions on the working conditions of principals in relation to their responsibilities and the expectations placed upon them. In addition, to conduct a continuous discussion about the importance of authenticity and accountability for all professionals in the school and its stakeholders. Development and improvement of structures that facilitate the inclusion of the student voice in decision-making processes are also seen as important.

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Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review

Dechsling

Orm

Kalandadze

et al. 2021

J Autism Dev Disord

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In the last decade, there has been an increase in publications on technology-based interventions for autism spectrum disorder (ASD). Virtual reality based assessments and intervention tools are promising and have shown to be acceptable amongst individuals with ASD. This scoping review reports on 49 studies utilizing virtual reality and augmented reality technology in social skills interventions for individuals with ASD. The included studies mostly targeted children and adolescents, but few targeted very young children or adults. Our findings show that the mode number of participants with ASD is low, and that female participants are underrepresented. Our review suggests that there is need for studies that apply virtual and augmented realty with more rigorous designs involving established and evidenced-based intervention strategies.

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Approaches to Inclusion and Social Participation in School for Adolescents with Autism Spectrum Conditions (ASC)—a Systematic Research Review

Cited by 11 publications

References 54 publications

Male autistic youth experiences of belonging in integrated physical education

Male autistic youth experiences of belonging in integrated physical education

Dialectical Dimensions on Inclusive Education : Involving Students with Autism Spectrum Conditions

Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review

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