What is school like? Perspectives of Singaporean youth with high-functioning autism spectrum disorders

The perceptions and experiences of adolescent boys with autism spectrum disorder: A personal construct psychology perspective

“…This finding is consistent with previous research that found that adolescents with ASD described both positive and negative aspects of their condition, with many expressing both views (Poon et al, 2014). Common to both the positive and negative influences of ASD was a sense of feeling different, with some adolescents construing this as being unique or special, and others construing this as feeling isolated and misunderstood.…”

“…Transitioning to secondary school is another significant change for adolescents involving management of complex routines, increased student population, increased academic workload and expectations, more varied and complex subjects and assignments, and exposure to a greater number of teachers (Adreon & Stella, 2001;Carrington & Graham, 2001;Poon et al, 2014). Adjusting to these broad-ranging changes can result in vulnerability to stress, anxiety, and other emotional issues for many adolescents (Myles & Simpson, 2003).…”

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

“…It is evident that the few studies that have elicited the perspectives of students with ASD have enriched the empirical literature by: (a) adding their unique perspective on participation in mainstream schools (Poon, Soon, Wong, Kaur, Khaw et al, 2012), (b) by uncovering educational practices that operate to exclude them (Osler & Osler, 2002), and (c) by informing the development of practical strategies to support their educational participation (Humphrey, 2008). Despite calls for more research there continues to be a lack of in-depth research that incorporates the perspectives of students with ASD about their perceptions and experiences of participation in mainstream school.…”

“…Despite a recent growth in cross-sectional research that seeks to understand the experiences of students with ASD in mainstream schools (See Hay & Winn, 2005;Poon et al, 2012;Saggers, Hwang & Mercer, 2011) the significant gap in empirical knowledge relates to the participation of students with ASD in mainstream school across schooling years, including primary and secondary years, from the perspective of students with ASD and their parents. Addressing this knowledge gap will provide a more complete, rather than single point in time, empirical picture of participation, which can also form the basis for more comprehensive policy and practice initiatives.…”

“…The body of research on students with ASD in mainstream schools is diverse in terms of country of origin, the focus and the methodologies used. The majority of the literature originated from northern Europe, particularly the United Kingdom (Barnard et al, 2000;Batten et al, 2006;Connor, 2000;Parsons, Lewis & Ellins, 2009;Reid, 2011;Renty & Roeyers, 2006;Stewart, 2012;Tissot & Evans, 2006;Tobias, 2009;Waddington & Reed, 2006;Watson, 2009;Whitaker, 2007;Wittemeyer et al, 2011) Kasari et al, 1999;Scuitto, Richwine, Mentrikoski & Niedzwiecki, 2012;Stoner et al, 2005;Stoner & Angell, 2006), Canada (Brewin et al, 2008;Penney, 2013;Starr et al, 2001;Starr et al, 2006;Starr & Foy, 2010), Australia (Carrington & Graham, 2001;Hay & Winn, 2005;Lilley, 2012;McDonald, 2010;Saggers et al, 2011), a single study in Singapore (Poon et al, 2012), and Sweden (Falkmer et al, 2012).…”