Everyday experiences of inclusion in Primary resourced provision: the voices of autistic pupils and their teachers

Warren, Amber N.; Buckingham, Kate; Parsons, Sarah

doi:10.1080/08856257.2020.1823166

Cited by 24 publications

(21 citation statements)

References 28 publications

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“…Schools, therefore, have a duty to enforce effective anti-bullying policies and to deliver on inclusion responsibilities; rather than placing the onus on children to change their behaviour, mainstream schools should implement accommodations to promote inclusion and to prioritise how children would like to be supported. For example, incorporating children's special interests in the classroom (Wood et al, 2019), adaptation of timetables and the curriculum (Zilli et al, 2020), and support with daily transitions between activities and classes (Warren, Buckingham & Parsons, 2020) have been shown to be effective in increasing inclusion and incorporate the child's views into practice.…”

Section: Educational Inclusion and Social Identitymentioning

confidence: 99%

Helping autistic children

Davis¹,

Houting²,

Fletcher‐Watson³

2021

Preprint

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Autism is a highly heritable neurodevelopmental condition, with prevalence estimated at 1 in 100 people worldwide (Elsabbagh et al., 2012). Autism is diagnosed by behavioural presentation, and although there is substantial variability both within autistic people across the lifespan, and between autistic individuals, a set of core diagnostic criteria are relied on by clinicians. These criteria are broadly categorised in two ways: (1) distinctive patterns of social communication and interactions with others, and (2) restricted or repetitive behaviours or interests (American Psychiatric Association, APA, 2013) (for a comprehensive overview of the current autism research, see: Fletcher-Watson & Happé, 2019).Given the emphasis on social and communication difficulties in the diagnostic criteria of autism, and the pivotal role they play in development generally, these domains are commonly key targets for autism interventions. Here, we first provide an overview of different types of traditional social interventions and evaluate their effectiveness and validity. We also present some of the possible risks associated with such interventions, and suggest a number of means for autistic children to develop social and communication capacities on their own terms, in both family and educational settings. We end by considering some other factors essential for understanding the social development of autistic children in context and informing development and delivery of supports.

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Section: Educational Inclusion and Social Identitymentioning

confidence: 99%

Helping autistic children

Davis¹,

Houting²,

Fletcher‐Watson³

2021

Preprint

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“…Previous research (Bölte et al 2021;Guldberg 2010;Syriopoulou-Delli et al 2019;Warren, A. 2020) notes that inclusive education, and using the term inclusion as a definition for the placement of children in schools, is an important prerequisite for the social inclusion of people with disabilities, both during their school years and later in life.…”

Section: Prefacementioning

confidence: 99%

“…IntroduktionFöreliggande uppsats inleds med att beskriva hur forskning, både av oberoende aktörer så som European Agency for Special Needs and Inclusive Education (2018) och seniora forskare(Bölte et al 2021;Guldberg 2010;Syriopoulou-Delli et al 2019;Warren, A. 2020) menar att inkluderande utbildning, då genom att använda inkludering som en placeringsdefinition, är en viktig förutsättning för social inkludering för personer med funktionsnedsättning, både under skolåren och senare i vuxenlivet.…”

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

Lüddeckens¹

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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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“…Even if some research projects do include the perspectives of autistic students, it is more common to include the views of autistic students in secondary schools (Humphrey & Lewis, 2008;Saggers et al, 2011). However, there are exceptions; for example, Warren et al (2021) included the views of primary school students in their study, and Parsons et al (2021) included the perspectives of four years old autistic students. Nevertheless, the views of students with Asperger syndrome or high-functioning autism are more often studied than those with more extensive support needs .…”

Section: Voices Of Autistic Studentsmentioning

confidence: 99%

“…The students identified the importance of being understood and supported by the teachers. In Warren et al (2021), a storyboard method captured primary students' views, who attended resourced provisions, and perspectives on their school. The results highlight the importance of how support is given, friendship, and the tension of structured vs. unstructured periods during the school day.…”

Section: Students' Perceptions Of Their School Situationsmentioning

confidence: 99%

Equity in education for autistic students: professional learning to accommodate inclusive education

Petersson‐Bloom¹

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Purpose: This thesis aims to explore if and how professionals’ participation in professional development enhances the quality of education for autistic students, including the perspectives of autistic students, their parents, and professionals in pre- and primary school. Furthermore, the thesis directs attention to how professional development may lead to the development of accommodations in the learning environment to support autistic students. Four studies have been conducted to fulfil the aim, which in combination answer the research questions addressed in this thesis. The four studies comprise one systematic review and three empirical studies. Study I, the systematic research review, explored adaptations and modification strategies. Study II investigated how a professional development intervention designed as a lesson study changed attitudes and practices amongst preschool professionals. Studies III–IV were developed from study II, and used professional development to explore changes in the preschool (study III) and primaryschool (study IV) practice. In these studies, multiple stakeholders were included; professionals (teachers, pre- and school management), autistic students, and their parents. Theoretical frameworks: Pragmatism is used as the umbrella framework capturing the methodology and methods, in combination with Communities of Practice (CoP) and Landscapes of Practice (LoP), are used to explain and discuss the results of the thesis. Design/Approach/Methods: A multilevel mixed methods research design was applied in this thesis. Following the concept of mixed methods, the integration was applied in three phases: research design, methods, interpretation and reporting. In the three empirical sub-studies, variants of mixed methods were alsoused in the designs. The results of the sub-studies are synthesized with a narrative synthesis. Findings: The results from the synthesized sub-studies indicate that professional development contributes to changes in professionals’ attitudes, increased knowledge, and strategies to accommodate, the latter more vaguely. Professionals could identify more changes than parents and autistic students. Barriers to implementation were found, such as lack of resources and physical environment. Enabling factors were identified as participation (collaborative aspects). Discrepancies were detected across participants and contexts. Conclusions: Based on the results of the included studies and the synthesized result, it is possible to conclude that professional development can contribute to changes, most prominent when exploring professionals’ views. The more distinct changes resided in changes and development in attitudes contributing to changes in mindset and increased knowledge. Furthermore, a lack of prerequisites, such as resources, may hinder the sustainability of professional development and, on a larger scale, inclusive education, which needs to be addressed further. To conclude equity for autistic students is a challenging issue for the Swedish school context, and is not yet fulfilled for this student group. Originality/Value: This thesis offers insights into a complex area, includes multiple stakeholders and provides a comprehensive understanding of the phenomena. Including young autistic students as active participants could be considered to be of great value. The findings could be of interest to both the research community and school practice.

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Everyday experiences of inclusion in Primary resourced provision: the voices of autistic pupils and their teachers

Cited by 24 publications

References 28 publications

Helping autistic children

Helping autistic children

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

Equity in education for autistic students: professional learning to accommodate inclusive education

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