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Title: What are the views and experiences of key stakeholders regarding inclusion into secondary phase schooling for pupils with an ASD?
Author: Kipling, Rachel
ISNI:       0000 0004 2702 458X
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2009
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The research question addressed by the study is; "What are the views and experiences of key stakeholders regarding inclusion into secondary phase schooling for pupils with an Autistic Spectrum Disorder (ASD)?" The pupils were identified as meeting the focus Local Authority criteria for admission to a specialist provision for ASD, six pupils in total. All pupils were in Year 6 at the start of the study, May 2008, and moved to secondary phase schooling in September 2008. All had a Statement of Special Educational Need (under section 324 of the Education Act 1996). Three pupils transferred to the specialist ASD provision, two transferred to a Special Educational Needs (SEN) provision and one transferred to a school with no specialist provision. Qualitative methodology was used to collect views and experiences during transition: semi-structured interviews with parents and pupils, focus groups with school staff. A visual framework using symbols (Talking Mats) supported the difficulties pupils had with social communication during their interviews. Data was collected at two time points, in the summer of 2008 prior to the pupil's transition and again in the winter of 2008 following their first term at secondary school. All interviews were recorded and transcribed. Data was analysed using a form of thematic analysis to elicit common categories and themes. Seven themes emerged at Time 1 and a further six at Time 2. Two key points were identified: 1. five pupils transferring to mainstream schools where additional support was provided appeared to have a more positive transition experience than the pupil transferring to a school with no additional support 2. The findings from the study relating to areas of concern and difficulty during transition for pupils with an ASD were consistent with those reported in the transition literature relating to typical pupils and those with other Special Educational Needs.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available