Growing numbers of children are being diagnosed with autism in the UK and, against a backdrop of increased legislative and administrative provisions for educational inclusion, more autistic children are being educated in mainstream primary school settings. However, while there is evidence of the continued exclusion of autistic children, their performance in school tests seems poor, and their longer-term outcomes impoverished. Meanwhile, debates continue about the nature of autism itself. My project, informed by the social model of disability, theories of language and interpretation, inclusion, difference and aspects of feminism, aims to uncover the reasons behind the difficulties autistic children are experiencing in schools, by considering if, and how they are accessing the curriculum and tests. Employing a predominantly interpretative paradigm and a case study design, and based in five mainstream primary schools in England, the views of school staff, autistic children and their parents, as well as a sample of autistic adults, are incorporated. My findings show that by setting aside the association of autism with impairments, listening to autistic children, engaging with them meaningfully and enabling their own learning styles and particular dispositions to be manifest, educational inclusion, and positive outcomes for all, are much more likely to occur.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:742613 |
| Date | January 2018 |
| Creators | Wood, Rebecca |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/8102/ |
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