Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601379
Title: An evaluation of specialist resourced provisions for the education of pupils with autistic spectrum disorders within a local authority
Author: Price, Lyndsey
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2013
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Abstract:
Specialist Resource Provisions (SRPs) are unique types of educational provision providing a specialist classroom environment with access to a mainstream school setting. This research was set up to investigate the SRPs for children with Autistic Spectrum Disorders (ASD) within a Local Authority. A literature review revealed there is limited research specifically looking at the effective inclusion of children with ASD in SRPs. Previous research around education and ASD has tended to focus on the mainstream versus special school debate and what factors led to effective inclusion in these separate settings. This research study sought to evaluate which factors facilitated the effective inclusion of pupils, what barriers were faced to inclusion, what were parental and pupil perspectives, what were the characteristics of pupils whose needs could not be meet in the current SRPs and how the SRPs could be developed further to meet a wider range of pupil needs. The research used an exploratory qualitative approach collecting data through a focus group, a semi-structured interview and questionnaires with different groups of stake holders. Data was analysed using a content analysis approach with the support ofMAXQDA to support the analysis process. The main findings showed that there is a need for: • effective communication and links with others • regular access to external support services • access to an academic and alternative curriculum • ongoing training for all staff and peers • an appropriate physical environment • flexible staffing and funding arrangements The pupil characteristics that were hardest to meet with an SRP environment related to: • emotional and behavioural difficulties 1 1 2 • sensory needs • severe learning difficulties • severe speech and language difficulties • severe interaction difficulties The results were discussed in relation to future developments for the SRPs and the role of the Educational Psychologist in supporting SRPs.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.601379  DOI: Not available
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