Amy Hodges1, Annette Joosten2, Helen Bourke-Taylor3, Reinie Cordier4. 1. School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia. Electronic address: amy.hodges@curtin.edu.au. 2. School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia; School of Allied Health, Australian Catholic University, Melbourne, VIC, Australia. Electronic address: annette.joosten@acu.edu.au. 3. Department of Occupational Therapy, School of Primary and Allied Health Care, Monash University, Frankston, VIC, Australia. Electronic address: helen.bourke-taylor@monash.edu. 4. School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia; Department of Special Needs Education, Faculty of Educational Sciences, University of Oslo, Oslo, Norway. Electronic address: reinie.cordier@isp.uio.no.
Abstract
BACKGROUND: An international focus on the inclusion of students with disabilities in mainstream schools and the increased prevalence of autism spectrum disorder (ASD) has contributed to increasing numbers of students with ASD enrolling in mainstream schools. The school participation restrictions of adolescent students with ASD is widely researched, but less is known about the challenges faced by primary school students with ASD and how early in their schooling these challenges arise. METHODS: Focus groups were used to explore the perspectives of parents and educators on the school participation of primary school students with ASD. Focus group data were analysed thematically. RESULTS: Four themes were derived from the data: (1) more than just being there; (2) meeting in the middle; (3) consistency of supports; and (4) embrace difference. CONCLUSIONS: Findings from this study highlight that students aged between 6 and 11 years experience school participation restrictions due to a range of intrinsic (e.g., sense of self and school belonging) and extrinsic factors (e.g., school culture, educator knowledge and skills). It is imperative school based interventions are developed and implemented in the early primary years, that not only target students' skills, but the range of environmental enablers and barriers impacting student school participation.
BACKGROUND: An international focus on the inclusion of students with disabilities in mainstream schools and the increased prevalence of autism spectrum disorder (ASD) has contributed to increasing numbers of students with ASD enrolling in mainstream schools. The school participation restrictions of adolescent students with ASD is widely researched, but less is known about the challenges faced by primary school students with ASD and how early in their schooling these challenges arise. METHODS: Focus groups were used to explore the perspectives of parents and educators on the school participation of primary school students with ASD. Focus group data were analysed thematically. RESULTS: Four themes were derived from the data: (1) more than just being there; (2) meeting in the middle; (3) consistency of supports; and (4) embrace difference. CONCLUSIONS: Findings from this study highlight that students aged between 6 and 11 years experience school participation restrictions due to a range of intrinsic (e.g., sense of self and school belonging) and extrinsic factors (e.g., school culture, educator knowledge and skills). It is imperative school based interventions are developed and implemented in the early primary years, that not only target students' skills, but the range of environmental enablers and barriers impacting student school participation.
Authors: Marieke Coussens; Jeroen Maes; Annemie Desoete; Guy Vanderstraeten; Hilde Van Waelvelde; Dominique Van de Velde Journal: J Autism Dev Disord Date: 2021-11-20
Authors: Marieke Coussens; Floris Vitse; Annemie Desoete; Guy Vanderstraeten; Hilde Van Waelvelde; Dominique Van de Velde Journal: BMJ Open Date: 2021-04-01 Impact factor: 2.692