Listening to the voices of children with autism about their primary school experience

Abstract

Listening to the voices of children about their school experience can give valuable insight on how a school can improve their practices of inclusion and plan effective programmes of learning and support. Gauging the views of children with autism is underexplored in research, especially in the primary age range. There is an increase in prevalence of children diagnosed with autism each year. It is acknowledged that children and young people with autism are one of the most vulnerable groups to be excluded at school. Trying to address the gap identified, the aim of the study was to gain the views from primary school aged children with autism about their perspectives of school. A qualitative research design was chosen as the best approach. Gathering the meanings children with autism made for themselves about the context of school was best informed by using semi - structured interviews as a methodological tool. To facilitate the interview process children could choose to take photographs or draw pictures of the way they perceived school. A small purposeful sample was drawn of four children, all with a diagnosis of autism, between the ages of seven and eleven years of age attending a range of settings in primary provision. Data was analysed using a thematic, interpretative approach. From the results a unique...

Listening to the voices of children about their school experience can give valuable insight on how a school can improve their practices of inclusion and plan effective programmes of learning and support. Gauging the views of children with autism is underexplored in research, especially in the primary age range. There is an increase in prevalence of children diagnosed with autism each year. It is acknowledged that children and young people with autism are one of the most vulnerable groups to be excluded at school. Trying to address the gap identified, the aim of the study was to gain the views from primary school aged children with autism about their perspectives of school. A qualitative research design was chosen as the best approach. Gathering the meanings children with autism made for themselves about the context of school was best informed by using semi - structured interviews as a methodological tool. To facilitate the interview process children could choose to take photographs or draw pictures of the way they perceived school. A small purposeful sample was drawn of four children, all with a diagnosis of autism, between the ages of seven and eleven years of age attending a range of settings in primary provision. Data was analysed using a thematic, interpretative approach. From the results a unique...