School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders |
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| Authors: | Lisa A. Osborne Phil Reed |
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| Affiliation: | 1. Laboratoire de psychopathologie et processus de santé (LPPS – EA4057), institut de Psychologie, université Paris Descartes – Sorbonne Paris Cité, 71, avenue Édouard-Vaillant, 92100 Boulogne-Billancourt, France;2. Département de psychologie, université du Québec à Montréal, laboratoire de recherche sur les familles d’enfants présentant un TSA, CP 8888 Succursale Centre-Ville, Montréal, H3P 3C8, Canada;3. Institut de recherche en sciences psychologiques, université Catholique de Louvain, place du Cardinal Mercier 10, B-1348 Louvain-la-Neuve, Belgium;1. The University of the West of Scotland, School of Education and Social Sciences, UWS Paisley Campus, High Street, Paisley, Scotland, PA1 2BE, UK;2. University of Strathclyde, School of Education, LordHope Building, 141 St James Road, Glasgow, Scotland, G4 0LT, UK;1. Department of Applied Pedagogy, Universitat Autònoma de Barcelona 08193, Campus Bellaterra, 08193 Spain;2. Department of Applied Pedagogy, Universitat Autònoma de Barcelona, Campus Bellaterra 08193, Spain;1. School of Education, Faculty of Education & Health Sciences, University of Limerick, Limerick, Ireland;2. Department of Psychology, Faculty of Education & Health Sciences, University of Limerick, Limerick, Ireland;1. Department of Psychological Medicine, The Children''s Hospital at Westmead, Locked Bag 4001, Westmead, NSW 2145, Australia;2. Behavioural Sciences in Medicine, Sydney Medical School, Rm 667, Blackburn Building D06, The University of Sydney, NSW 2006, Australia |
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| Abstract: | This research examined the factors promoting inclusion of young people with Autism Spectrum Disorders (ASD) in mainstream secondary schools, and noted high levels of behavioral difficulties in these pupils. The size of the secondary school, and the class size, impacted positively on the pupils with Autism, and the number of other pupils with Special Educational Needs (SEN) statements and the number of support staff per pupil were both positive factors in school progress for children with Autism, but not Asperger's Syndrome. Support teachers and assistants helped to reduce emotional and behavioral difficulties, but also reduced improvements in pro-social behavior. Good staff-training promoted the pupils’ social behaviors and their sense of school belonging. In summary, social–emotional behaviors are better facilitated in mainstream secondary schools with larger numbers of other children with SEN statements, individual support, which helps emotional and behavioral difficulties, but does not facilitate social behaviors, good teacher-training, which facilitates social behaviors, and a sense of school belonging. |
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