Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498669
Title: Tensions arising from the inclusion of pupils with autism spectrum disorders in mainstream schools : a developmental-systems perspective
Author: Emam, Mahmoud Mohamed
Awarding Body: University of Manchester
Current Institution: University of Manchester
Date of Award: 2009
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Abstract:
Pupils with autism spectrum disorders (ASD), who have moderate or high intellectual abilities, have increasingly joined mainstream schools in the UK. Despite their intellectual abilities, these pupils may have difficulties in social understanding due to problems in theory of mind (ToM), which refers to the individual's ability to attribute mental states such as beliefs, feelings, and desires to oneself and others. They may also display difficulties in emotional understanding, such as their inability to identify the facial expression and emotions of others in different social situations. In this study, these emotions are referred to as 'academic emotions' as they may have an impact on tne pupils' school performance, achievement, and motivation. Given these difficulties in ToM and academic emotions, teachers and other support staff are likely to face challenges in order to ensure that the inclusive educational provision brings maximum benefits to the children themselves and to the school community as a whole. Informed by the ecological approach to understanding autism, the study aims to investigate the quality of the educational experiences of pupils with ASD in mainstream schools by exploring the tensions which may arise from their inclusion, many of which reflect the unique problems that the inclusion of these pupils can present. Using a multiple case study methodology, 17 pupils with ASD ranging from 7 to 16 years, all of whom were placed in a regular class in one of 8 mainstream schools on a full time basis, were observed. Interviews were conducted with their teachers, teaching assistants and special educational needs coordinators. Two measures: the levels of emotional understanding questions (LEUQ), and the school conflict measure (SCM) /vere administered to assess the participants' ToM ability and their ability to recognize academic emotions. Additionally, the participants' school records were examined.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.498669  DOI: Not available
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