Meeting the educational and social needs of children with language impairment or autism spectrum disorder: the parents’ perspectives

Lindsay, Geoff; Ricketts, Jessie; Peacey, Lindy V.; Dockrell, Julie; Charman, Tony

doi:10.1111/1460-6984.12226

Cited by 39 publications

(48 citation statements)

References 35 publications

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“…Importantly, teachers in our study noted that the stress and adversarial nature of the transition process for some children, and the anxiety this caused the family, exacerbated the children's difficulties adjusting to their new school. New legislation in England, which states that parents should have greater choice and control when choosing a secondary school for their child (UK Department for Education, 2014) offers some hope towards potentially reducing at least some of the stress and uncertainty for parents (see Lindsay et al, 2016, for parents' views on their involvement in decision making), although future research is necessary to determine the potential benefits of the new legislative context. It is also possible that school placement problems may have a disproportionate effect on families of autistic children compared to children with other SEN, given that autism is one of the most frequently named disabilities for consideration at SENDIST (see Tissot, 2011), although this possibility again warrants further examination.…”

Section: Discussionmentioning

confidence: 99%

The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study

Makin

Hill

Pellicano

2017

Autism & Developmental Language Impairments

126

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Background and aims: Children diagnosed with an autism spectrum condition are known anecdotally to be especially vulnerable during the transition to secondary school. Yet, very little is known about the child-, school-and system-level factors that can potentially make changing schools particularly difficult for these children. Here, we report on a mixedmethod study, which examined the factors that influence a successful school transition for autistic children in one local education authority in England. Methods: Fifteen children were seen twice in the space of four months -once during the final term of their mainstream primary school and again during the first term of secondary school. Parents and teachers were also interviewed at both time points. Results: Overall, our participants reported negative experiences of their transition to secondary school -regardless of the type of secondary provision (mainstream or specialist) to which they transferred. None of the child-level factors measured during the pre-transition phase, including verbal ability, autistic symptomatology, sensory responsiveness and anxiety, predicted children's transition success four months later. Rather, transition success appeared to be predominantly related to several school-and system-level factors, including tensions over school choice, delays in placement decisions, lack of primary preparation and communication between schools. Identity-related issues were also a key concern for many children, which appeared to have a particularly negative influence on adjustment to their new school. Conclusions: We identified predominantly negative experiences of primary-to-secondary transition for the autistic children sampled here, which appeared to be accounted for largely by school-and system-level factors. Implications: Applying interventions that are designed to ease the transition to secondary school by modifying the school environment before, during and after transition to improve the fit between the autistic child and their educational environment should go some way in tackling school-related barriers to a successful transition for these children. System-level changes in the way that local authorities manage the transition process may also improve children and families' experiences.

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Section: Discussionmentioning

confidence: 99%

The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study

Makin

Hill

Pellicano

2017

Autism & Developmental Language Impairments

126

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“…It was found that in all levels examined scores for the extent of PI were high, except the level of decisionmaking, which received a score that was much lower than the other levels (ibid). In contrast, Lindsay et al (2016) found that most parents were satisfied with their involvement in decision-making processes with regard to their children's entitlement to receive special education services. It appears that PI differs from case to case and from one disability to another.…”

Section: Involvement Of Parents Of Children With Snmentioning

confidence: 77%

Different Disabilities, Different Attitudes Toward Parental Involvement In School In Israeli Teachers

Rusu¹,

Alaluf²

2018

The European Proceedings of Social and Behavioural Sciences

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There are few investigations of the involvement of parents of children with special needs (SN) in relation to the various disabilities of the children and their potential effect on teachers' attitudes towards the parental involvement (PI) in school and in the inclusion process. In a research conducted among 138 Israeli special and regular education teachers involved in the education of children with three types of disability (complex disabilities, learning disabilities and attention deficit disorders and behavioral problems) it was found that teachers of pupils with complex disabilities (such as autism or motor disabilities) have more favorable attitudes toward PI in school than teachers of children with other types of disabilities. This difference was significant at level of attitudes toward parental involvement in decision-making in general and decision making regarding the individual educational programs (IEP) for SN children in particular.Significant differences were also found between the attitudes of teachers of pupils with behavioral problems to the other teachers regarding the contribution of PI to the SN pupil and its progress in school. The findings are discussed in the light of promoting school-parents' partnerships in Israel and in other countries.

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“…Mand argued instead that children with behavioural problems need help in both systems. Correspondingly, Lindsay et al's () large‐scale interview study in England of the views of parents of children with language impairment (LI) or ASD highlighted that the quality of provision matters rather than the location per se. However, they concluded that parents whose child was included individually in mainstream were less positive about provision than those parents whose child attended a mainstream school with specialist resourced provision.…”

Section: Discussionmentioning

confidence: 99%

“…Secondly, research highlighting the benefits and challenges faced by special schools is investigated (Hornby & Witte, 2008;Parsons et al, 2009;Parsons, 2015;Day et al, 2012;Reed et al, 2012;Kelly et al, 2014;Black, 2014;Cook et al, 2016). Thirdly, research emphasising the value and challenges of inclusion in mainstream settings is reviewed (Frederickson et al, 2007;Lindsay et al, 2016;O'Hagan & Hebron, 2016;Broomhead, 2013Broomhead, , 2014de Graaf et al, 2013;Waddington & Reed, 2016;de Boer et al, 2013;Glazzard, 2014;Webster & Blatchford, 2015). Research that listens to the voice of 'disabled' and 'non-disabled' children regarding mainstream and special school provision is the final theme (Griffiths, 2007;Prunty et al, 2012;Gasson et al, 2015;Geordiadi et al, 2012;Tuersley-Dixon & Frederickson, 2016;Roberts & Simpson, 2016;Feiler, 2013;Skovlund, 2014).…”

mentioning

confidence: 99%

Inclusion: the role of special and mainstream schools

Shaw¹

2017

British J Special Edu

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For children with special educational needs, seeds were sown for the move away from segregated settings to inclusion in mainstream settings following the 1978 Warnock Report. However, the ‘special versus mainstream school’ debate was re‐ignited in 2005 when Warnock recommended a more significant role for special schools than previously envisaged. Furthermore, an increase in special school placement has been reported, prompting this investigation of the role of special schools in the current climate of inclusion. Literature from Britain, Europe and New Zealand, including research that listens to ‘the voice of the child’, which compares experiences of children with special educational needs in special and mainstream schools, is reviewed. The findings give no clear indication that either setting leads to better outcomes. Tensions between the inclusion agenda and standards agenda are highlighted. It is concluded that special schools in reduced numbers are likely to remain a feature of the inclusive education system, with recommendations for the development of special–mainstream school partnership links. The quality of the setting, regardless of the type of setting, is emphasised, highlighting implications for staff training in special and mainstream schools. Further research comparing outcomes for children educated in different types of provision is recommended.

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Meeting the educational and social needs of children with language impairment or autism spectrum disorder: the parents’ perspectives

Cited by 39 publications

References 35 publications

The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study

The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study

Different Disabilities, Different Attitudes Toward Parental Involvement In School In Israeli Teachers

Inclusion: the role of special and mainstream schools

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