'This School Is 100% Not Autistic Friendly!' Listening to the Voices of Primary-Aged Autistic Children to Understand What an Autistic Friendly Primary School Should Be Like

Autor/in	Cunningham, Melanie
Titel	'This School Is 100% Not Autistic Friendly!' Listening to the Voices of Primary-Aged Autistic Children to Understand What an Autistic Friendly Primary School Should Be Like
Quelle	In: International Journal of Inclusive Education, 26 (2022) 12, S.1211-1225 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cunningham, Melanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1789767
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Elementary Schools; Educational Environment; Elementary School Students; Mainstreaming; Student Attitudes; Friendship; Anxiety; Interpersonal Relationship; Student Needs; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Grundschule; Volksschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Freundschaft; Angst; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland
Abstract	This study reports on a research project which took place in a mainstream primary school with a small specialist resource provision for autistic children. The study aimed to elicit the voice of eleven autistic pupils on their perspectives of what an autistic friendly primary school should be like. This is important, as all children have the right to express their views and engage in decisions which affect them. A specifically devised approach, the three houses, was used in group and individual interviews as a way of engaging the meaningful participation of the pupils in order to elicit their views of the school. The pupils had perspectives in common and were, overall, positive about their school experience. Three keys theme emerged: understand me (I may be tricking you); help me to understand (myself and others) and hide support for me (or I won't use it). The pupils were able to identify adjustments which would lead to a more positive school experience. These adjustments may help to alleviate feelings of anxiety which the pupils were working hard to hide. Adjustments requested by the pupils may be beneficial to all pupils in the school and would certainly not be detrimental to them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01