Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632317
Title: What does good provision for pupils with Autistic Spectrum Disorder look like? : the search for a model of good practice
Author: Charters, Lucy
ISNI:       0000 0004 5360 3702
Awarding Body: University of Manchester
Current Institution: University of Manchester
Date of Award: 2014
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Abstract:
With an expansion of knowledge and interest in ASD, widening diagnostic criteria and an increasing number of students being diagnosed, it is important to address whether schools are meeting the needs of this population adequately and to examine which methods are most effective in achieving this end. The study aimed to develop a clearer insight into the special educational needs of young people with ASD and how these needs can best be met in educational settings. Questionnaires were distributed (through parent support groups) to young people with ASD and their families regrading their high school experiences. The findings from the questionnaire were used to derive a model of good practice for supporting pupils with ASD.The main factors were found to be: the existence of trained staff in the field of autism, higher staffing ratios to support these pupils, flexibility of staff to respond to their individual needs and an inclusive ethos throughout the school. To 'test' this hypothetical model of good practice a case study of an educational setting deemed by parents and pupils to be 'successful' was undertaken in order to test the strength of these hypotheses and also to potentially identify any additional factors to include in the model. Many of the factors identified in the model were found to be present in the 'successful' school yet other significant features included: good relationships between staff and parents, between staff and pupils and between pupils and peers. the case study highlighted that these relationships as well as an inclusive ethos were pivotal to the success of the school. However, it was apparent that an element of inclusion dissonance existed across the school: the perceived commitment of staff to achieving inclusion for these pupils was not always seen in reality.
Supervisor: Woods, Kevin; Squires, Garry Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.632317  DOI: Not available
Keywords: ASD ; Inclusion
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