Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.731833
Title: 'Why single me out?' : peer mentoring, autism and inclusion in mainstream schools
Author: Bradley, Ryan James
ISNI:       0000 0004 6493 8735
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2017
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Abstract:
The past decade has seen a significant increase in the number of autistic students attending mainstream educational provision. Improving outcomes for this group is a complex issue given the deficit of evidence based practice within schools. A mixed methods multiple case study design was used to evaluate the impact and outcomes of a new peer mentoring programme targeting the inclusion of autistic students. Twelve autistic students and thirty-six non-autistic students participated as mentors across five mainstream secondary schools in the South East of England. Semi-structured interviews were used to record the views and experiences of the mentors and staff participating in the programme. Autistic mentors completed questionnaires on levels of social satisfaction, bullying and social competence. All showed improvements over the course of the programme. These findings highlight the importance of the full inclusion of autistic students in peer mentoring programmes and the use of approaches promoting social competence. The study has wider implications on the way educational approaches for autistic students are developed and implemented in mainstream secondary schools.
Supervisor: Not available Sponsor: University of Birmingham
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.731833  DOI: Not available
Keywords: BF Psychology ; HV Social pathology. Social and public welfare ; LB1603 Secondary Education. High schools
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