Square pegs in round holes: The mainstream schooling experiences of students with an Autism Spectrum Disorder and their parents

Abstract

There has been an international movement towards inclusion and consequently an increasing number of children with Autism Spectrum Disorders (ASDs) attend mainstream schools. In recent years there has been a growth in cross-sectional research that seeks to understand the experiences of students with ASD in mainstream schools. This research indicates that students often experience bullying, a lack of understanding from teachers and peers and frequent suspensions and exclusions.To date there has been little research to explore the participation of students with ASD in mainstream school over time. There is a need to understand participation in mainstream school as a This thesis makes a contribution to knowledge about the participation of students with ASD in mainstream school by incorporating the perspective of students with ASD and their parents and more so, by considering participation across schooling years as a whole. It also makes a contribution to methodological knowledge about doing inclusive research with young people with ASD.

Evaluating the feasibility, fidelity, and preliminary effectiveness of a school-based intervention to improve the school participation and feelings of connectedness of elementary school students on the autism spectrum

“…Many studies have sought to understand the school experiences of vulnerable or at-risk populations to develop support for these students [ 7 – 9 ]. In recent years, there has been a growth in cross-sectional research exploring the school experiences of students on the autism spectrum.…”

“…In recent years, there has been a growth in cross-sectional research exploring the school experiences of students on the autism spectrum. This research indicates that students on the autism spectrum experience significant participation restrictions due to barriers such as lack of teacher and peer understanding of autism and lack of appropriate accommodations, such as modification to the curriculum, and social and physical environments [ 9 , 10 ]. According to a recent study involving focus groups with educators and parents, participation restrictions can include the following difficulties: remaining calm and in a state for learning in the classroom; building and maintaining relationships; adapting and responding to change and transition throughout the school day; managing conflict in play; and working in groups and engaging in classroom activities and routines [ 11 ].…”

Benefits and Challenges of a Hybrid Distance Education Program for Autistic School-Age Students: Parent, Student and Teacher Perspectives

“…There is substantial evidence indicating that for many autistic children and their families, mainstream schooling is an unhappy and unsatisfactory experience (Roberts & Simpson, 2016). Studies investigating the experiences of autistic students and/or their parents in mainstream schooling report student and parent perceptions of a range of issues leading to a sense of exclusion and inadequate learning (Harrington, 2014;Kendall & Taylor, 2016;Tomlinson et al, 2020;Williams et al, 2019).…”