‘This is what we’ve always wanted’: Perspectives on young autistic people’s transition from special school to mainstream satellite classes

Abstract

Background & aims According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailored curriculum and specialist teaching of the originating school. Methods We conducted interviews with London-based young autistic people ( n = 19), their parents/carers and teachers to understand their experiences of transitioning from specialist to satellite mainstream provision. Results Participants overwhelmingly welcomed the prospect of transition and its perceived benefits in the short and longer term. Young people and families celebrated achieving access to ‘more normal places and things’, ‘seeing what others are doing’, and greater autonomy, without losing the trusted expert support of their former special school. Young people also felt a deep sense of belonging to their new mainstream school, despite only being minimally included in regular mainstream classes and activities. Teachers were equally positive and felt that their students had responded to higher expectations in their new mainstream schools, reportedly resulting in better behavioural regulation and more sustained attention in the classroom. Conclusions The strikingly positive evaluations provided by all participants suggest that this satellite model of education might have advantages for young autistic people with additional intellectual disability, when appropriate support extends across transition and beyond. Implications These findings shed light on the experiences of an under-researched group of autistic students and a specific model of education – following a needs-based perspective on inclusion – that seeks to extend their participation in local schools. Future research should examine the potential effects of satellite classrooms on the knowledge of, and attitudes toward, autism in non-autistic mainstream peers.

“Camouflaging” by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators

“…Resource bases attached to mainstream schools aim to offer the advantages of both specialist and mainstream educational provision. Research examining autism resource bases describe protective features such as a 'safe' base, staff with specialised knowledge, individualised support and curriculum flexibility (Bond & Hebron, 2016;Croydon et al, 2019;Hebron & Bond, 2017). This specialist setting may reduce the pressure for autistic pupils to camouflage their needs, enabling them to meet their academic and social potential.…”

Supporting Autistic Pupils in Primary Schools in Ireland: Are Autism Special Classes a Model of Inclusion or Isolation?

“…Autism special class provision in the Irish context is evolving and expanding, despite concerns about its conceptualisation as inclusive education [21]. Developed as a model to create environments in mainstream schools capable of replicating a special school environment in many regards, with bespoke curricular options, flexible timetables, and sensory and environmental accommodations for enabling autistic students [25,32], they have become a topic of heated debate amongst key stakeholders in Ireland [15]. In the research reported here, identified benefits of and challenges attributed to autism special class provision provide evidence of a system that is not sustainable for autism class teachers and raises concerns about the extent to which the model constitutes inclusive education.…”

“…Challenges with social communication, sensory hypo/hypersensitivity, and additional learning needs positions autistic students at greater risk of developing mental health problems [24]. The mainstream school environment is often noisy, busy, and requires multiple social interactions and engagement with a demanding academic curriculum [25]. Creating and identifying a learning environment for autistic students-where they can feel calm, safe, secure, develop positive relationships, engage with learning in an adapted way that recognises their unique strengths and needs, and allows for sensory regulation-is considered essential to enhanced student and life outcomes [26].…”

“…Autism special classes offer specialist teaching and adapted curricular options and apply a flexible structure like special schools [27]. Special class provision has the potential to offer autistic students and their families the opportunity to attend mainstream education alongside their neurotypical peers and siblings while also accommodating their unique needs [25]. However, no research on their efficacy and impact on student outcomes exists in the Irish context [15].…”

Response to ‘Research–practice partnerships in education: Why we need a methodological shift in how we do research’ by Dr McGeown

“…For example, one of the schools within our network approached their Local Authority to fund the evaluation of a satellite class initiative, whereby autistic young people in special schools transferred to 'satellite classes' in local mainstream school settings. A team of researchers worked with the schools to elicit the views of parents, teachers, and young people on the opportunities and challenges of such a model, making recommendations for the future (see Croydon et al, 2019). Notably, this approach addressed the issue of funding power dynamics highlighted by McGeown, as Local Authority funding (as opposed to funding awarded to the academic researchers) meant that the power was firmly with the school.…”