Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school?

Floriane Landor, Prithvi Perepa

Research output: Contribution to JournalArticlepeer-review

Abstract

This research identifies the way in which one secondary school with a resourced provision for students with Asperger syndrome promotes the social inclusion for them, and the perceptions of staff members and parents on the social experience of schooling for these children. Interviews were conducted with five teachers, two learning support assistants and the head of the resourced provision. Questionnaires were completed by eight parents of students with Asperger syndrome. The research found that a positive social experience of schooling was perceived by members of staff and parents due to the additional support of the resource in teaching social skills, providing a safe place and the support from learning support assistants. Some negative perceptions of social experience were also reported, which highlighted the need for educational provision for students on the autism spectrum to be considered at an individual level.
Original languageEnglish
Pages (from-to)129-143
Number of pages15
JournalSupport for Learning
Volume32
Issue number2
Early online date9 Aug 2017
DOIs
Publication statusPublished - 9 Aug 2017

Bibliographical note

PLEASE LEAVE FOR NICK TO ADD FROM NECTAR - http://nectar.northampton.ac.uk/9736/1/Landor20179736.pdf

Keywords

  • Asperger syndrome
  • parental perceptions
  • secondary school
  • social inclusion
  • staff perceptions

Fingerprint Dive into the research topics of 'Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school?'. Together they form a unique fingerprint.

Cite this