Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572953
Title: Inclusion of pupils with Autistic Spectrum Disorder (ASD) in two mainstream secondary schools within a London Borough : exploring the perspectives of pupils and educational staff
Author: Leck, Sarah
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2012
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Abstract:
The current action research project aimed to explore perceptions of Sense of Belonging (SOB) for male young people with Autistic Spectrum Disorder (ASD) in two mainstream secondary schools with the aim of facilitating discussions within the school community. SOB is considered to be a central part of successful inclusion. Twelve male pupils aged between 12-14 years and aware of their diagnosis of ASD were interviewed. The young people chose to take part in the research using a range of methodology including photography and an adaptation of the 'Drawing the Ideal Self' technique. Each interview was transcribed and qualitatively analysed using thematic analysis. A focus group in each of the two schools enabled findings to be discussed. Staff reflected on the aspects of the school which were supporting and constraining the pupils' SOB. Focus group participants were school staff who held a variety of roles. Themes emerged from the pupil interviews relating to factors which facilitate and inhibit SOB for male secondary school aged pupils. These included the physical school environment, social environment and effective learning conditions. Further factors which support SOB relate to the educational support and school ethos. A model relating to fostering of SOB by school staff was created, based on the key themes from the school staff focus groups including placement/resources, attitudes, pupil knowledge, collaboration, role of management/leadership and flexible curriculum. Further promotion of SOB was discussed within the focus group and focused on collaboration at different levels within the school and increased staff awareness around meeting the needs of pupils with ASD.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.572953  DOI: Not available
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