Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school?

Abstract

This research identifies the way in which one secondary school with a resourced provision for students with Asperger syndrome promotes social inclusion for them, and the perceptions of staff members and parents on the social experience of schooling for these children. Interviews were conducted with five teachers, two learning support assistants, and the head of the resourced provision. Questionnaires were completed by eight parents of students with Asperger syndrome who attend the provision. The research found that a positive social experience of schooling was perceived by members of staff and parents due to the additional support of the resource in teaching social skills, providing a safe place and support from the learning support assistants. Some negative perceptions of social experience were also reported, which highlighted the need for educational provision for students on the autism spectrum to be considered at an individual level.

Commitment to inclusion: a review of SEND provision across mainstream secondary schools in Southampton

“…It is also important to place these challenges in a context of school accountability, where school leaders are expected to demonstrate the impact of provision on pupil progress (Farrell, 2007;Devecchi and Rouse, 2010;Landor and Perepa, 2017). As Landor and Perepa (2017) point out, in establishing inclusive practices, a school needs to be able to evaluate its provision and demonstrate its impact. This raises the question of how schools measure the outcomes of inclusive practice and what criteria is used to measure success.…”

“…The definition of inclusion has changed over time, evolving from a simple notion of pupils with SEND being integrated into mainstream schools, to a direct responsibility placed on schools to accommodate the needs of all students and embrace their diversity (Wedell, 2005; Rix et al ., 2009; Landor and Perepa, 2017). Indeed, the heterogeneity of the SEND population as a whole, with its wide range of diverse and often comorbid needs, provide a particular challenge for secondary schools.…”

“…Research shows that pupils face a number of serious challenges at secondary level (Fletcher‐Campbell, 2001; Wedell, 2005; Preece and Timmons, 2004; EADSNE, 2005; Ellins and Porter, 2005; Black, 2012; Landor and Perepa, 2017). These include their desire to feel socially included and their ability to access the curriculum, as well as navigating the complexities of school organisation and meeting academic expectations.…”

“…This report built on findings from a joint local area SEND Inspection carried out by OFSTED in 2017 which highlighted the varied schooling available in secondary schools and the mixed experiences of its students, with too many young people not accessing an education. (Ofsted, 2017) The definition of inclusion has changed over time, evolving from a simple notion of pupils with SEND being integrated into mainstream schools, to a direct responsibility placed on schools to accommodate the needs of all students and embrace their diversity (Wedell, 2005;Rix et al, 2009;Landor and Perepa, 2017). Indeed, the heterogeneity of the SEND population as a whole, with its wide range of diverse and often comorbid needs, provide a particular challenge for secondary schools.…”

Specialist provision for language disorder: Staff and service user views of a preschool language unit

“…In a study of a specialist resource base for children with Asperger syndrome, Landor and Perepa (2017) interviewed teaching staff, and administered questionnaires to eight parents. Having a safe space to teach social skills was valued, but a lack of awareness from mainstream peers caused problems with inclusion.…”