What Does "Inclusion" Mean for Pupils on the Autistic Spectrum in Mainstream Secondary Schools?

Autor/inn/en	Humphrey, Neil; Lewis, Sarah
Titel	What Does "Inclusion" Mean for Pupils on the Autistic Spectrum in Mainstream Secondary Schools?
Quelle	In: Journal of Research in Special Educational Needs, 8 (2008) 3, S.132-140 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
Schlagwörter	Secondary Schools; Secondary School Students; School Policy; Barriers; Special Needs Students; Interviews; Inclusive Schools; Autism; Social Isolation; Public Policy; Educational Policy; Case Method (Teaching Technique); Mainstreaming; Pervasive Developmental Disorders; Student Participation; United Kingdom + Suchen Sie Ihr Suchwort? Sekundarschule; Sekundarschüler; Schulpolitik; Sonderpädagogischer Förderbedarf; Interviewing; Interviewtechnik; Inclusive school; Integrative Schule; Autismus; Soziale Isolation; Öffentliche Ordnung; Politics of education; Bildungspolitik; Case method; Fallmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Großbritannien
Abstract	The last decade has seen a groundswell of developments in educational policy in the UK relating to inclusive education for students with special educational needs (SEN). However, whether government policy has been fully implemented in schools remains a concern. The experience of students with autistic spectrum disorders (ASDs) provides an excellent case in point. An increasing number of such students are now educated in mainstream schools, but the limited research in this area has indicated that their experience of school is often marked by bullying, social isolation and anxiety. In light of this, the aim of the current study was to examine the extent to which inclusive educational policy was actually reflected in the practices of four mainstream secondary schools. An exploratory case study approach was adopted, utilising interviews with pupils, teachers, other school staff (e.g., senior managers, learning support assistants) and parents, observations of lessons and other contexts (e.g., lunch time), and document analysis. Our findings highlighted a number of school practices which acted as facilitators or barriers to students' learning and participation, some of which were generic to SEN provision, and some of which appeared to be specific to those on the autistic spectrum. A discussion of these is presented to enable further understanding of, and inform practice relating to, the inclusion process for students with ASDs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10