‘There is more flexibility to meet my needs’: Educational experiences of autistic young people in Mainstream and Alternative Education Provision

Abstract

Through a qualitative rights informed study, using semi‐structured interviews and a range of participatory approaches, seven autistic teenage boys in Northern Ireland discuss their educational experiences in mainstream school and within an Alternative Education Provision (AEP). Their experiences and advice demonstrate that the relational aspects of education, the understanding and flexibility afforded in the AEP, within a less socially intense, more predictable and less overwhelming environment and with other young people who had ‘similar’ educational experiences, better supported their needs. In short, for most of them, an accessible education and the feeling of inclusion was found within the AEP as opposed to the mainstream school they attended previously.

Engaging with animal‐assisted interventions (AAIs): exploring the experiences of young people with ASD/ADHD diagnoses

“…(Ferrin and Taylor, 2011; Geist, 2011; Goodall, 2015). Individuals with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) often have complex needs and as a result can have difficult classroom experiences (Goodall, 2019). Difficulties for individuals with ASD may include communicative and social deficits, limited and repetitive tendencies and heightened sensory sensitivity (Shephard et al ., 2019).…”

“…Kraftl (2014) suggests for young people with such difficulties, credence should be given to unconventional methods of education. Unconventional methods of learning, or alternative education provisions (AEPs) , enable those with varying needs and educational complications with an opportunity to access tailor‐made packages based around student‐centred learning (Kraftl, 2014; Goodall, 2019).…”

Perspectives of students with autism on their participation in a peer‐mediated intervention

“…There is a comprehensive body of literature that documents the nature of autism, the social communication challenges associated with autism and the effectiveness of social communication interventions used with students with autism. However, there continues to be an underutilisation of the perspectives of students with autism within this literature (Goodall, 2019). Students' experiences with interventions and their voices should be used by educators and educational authorities, researchers and parents to inform policy development, research designs and intervention measures and can be considered a tool for determining the effectiveness of interventions on the educational experiences of students (Faragher and Ommen, 2017).…”

Reducing Disparities in Academic Outcomes Among Youth of Color: Evidence From an Alternative Education Program

“…First established in the 1960s, alternative education began as an initiative for underserved students with needs that were not being met in mainstream classrooms (Carswell et al, 2014; Foley & Pang, 2006; Henrich, 2005). Differing philosophically from mainstream schools, alternative education programs provide focused, individualized instruction in schools that are typically comprised of 200 students or less (Duardo DeNobile, 2009; Foley & Pang, 2006; Goodall, 2019). There is an emphasis on student autonomy as well as a cooperative relationship between students and teachers (Maillet, 2017; McGee & Lin, 2017).…”