Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601163
Title: Using interpretative phenomenological analysis to listen to the experiences and perceptions of young people with autistic spectrum condition who are supported by teaching assistants
Author: Stephens, Casey
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2012
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Abstract:
This study uses Interpretative Phenomenological Analysis (IPA) and semi-structured interviews to listen to the experiences and perceptions of six young people with autistic spectrum condition (ASC) who are supported in mainstream secondary schools by teaching assistants. The study aims to provide a platform for the views and experiences of young people who are the consumers of education but whose 'voices' are too often not sought or just not heard. This study recruited participants from three secondary schools in a large rural county in England. The research aims to provide an insight into the experiences of pupils with Statements of Special Educational Needs who access mainstream schools with support from teaching assistants. The research findings identify four main themes: feeling supported and reassured, having a sanctuary, developing a sense of identity and emotional responses. The analysis demonstrates that while the participants may be considered a homogenous group because of their shared diagnosis, their needs are very different. Therefore for many their school experiences were enhanced by the feeling of being supported and reassured by teaching assistants but equally for others the support was detrimental to their independence and being accepted by their peers. This study proposes that support from teaching assistants should be regarded as one way of developing inclusive practices. Schools should continue to work with other agencies to ensure that 'support' arrangements are creative and flexible. A 'one size fits' all approach to inclusion should be avoided and pupil views should be integral to devising new and creative inclusive practices.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psychol.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.601163  DOI: Not available
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