| Research reference (with link) |
| Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: a mixed methods approach
Carrie Ballantyne, Claire Wilson, Martin K Toye & Carrie Gillespie – Smith, 2022 |
| Research methodology / Data Collection methods |
| A study of 138 staff (early years staff, teachers and pupil support staff) responses to the Knowledge About Childhood Autism Among Health Workers questionnaire. Qualitative measures examined perceived barriers to inclusion and themes related to support required for staff. There were substantially more secondary and pupil support staff questioned than early years and primary staff, therefore comparisons in responses have limited validity. |
| Key relevant findings |
| 70% of children with ASD are taught in mainstream schools in the UK. McConkey (2020) reported that around 2.5% of all pupils attending schools in Scotland have an ASD diagnosis (2.5% in secondary schools and 2% in primary schools).
Humphrey (2008) reported that autistic children are 20 times more likely to be excluded from school than those without additional support needs. Studies have also reported high levels of school absence in the ASD population. Research suggests that teachers who have greater knowledge about ASD are more positive about inclusion. Teacher self-efficacy is also highlighted as an important element of successful inclusion, teachers must believe that they have the ability to create effective learning environments for all learners. Through the questionnaire 5 themes were identified as important to staff as being barriers to the successful inclusion of pupils with ASD. These were: · Limited training · Lack of support · Lack of knowledge about ASD · Difficulties in managing ASD · Parental involvement. Staff from all groups surveyed did not believe they had appropriate knowledge of ASD. Across all staff groups participants reported a lack of training opportunities and felt under- supported to work effectively with children with autism. The survey results suggest there is a need to focus on the efficacy beliefs of early years staff when supporting children with ASD. Staff responses suggested that they were keen to learn from colleagues with specific ASD training. This is highlighted as a low cost approach to improving efficacy in staff working in mainstream schools. Early Years and Pupil Support staff scored higher in the knowledge domains than class teachers, with secondary teachers showing the lowest level of knowledge in the questionnaire domains. This suggests that behaviours linked to ASD are poorly understood by teachers, especially in the secondary environment where teachers typically spend much less time with individual pupils. Participants in the study reported the need for more flexible and individualised approaches to teaching and learning to improve relationships and attainment. 4 themes were identified around the supports required for successful inclusion of pupils with ASD. These were: · Individualising educational experiences · Changes to learning spaces · Opportunities to learn about ASD · Communication These themes link with further international research recommendations on improving inclusion and should be key considerations for staff when identifying and addressing barriers to inclusion for pupils with ASD.
|
| Questions research raises |
| What does our data tell us about the attendance of pupils with ASD?
How confident are our staff in their knowledge and understanding of how to support pupils with ASD in a mainstream setting? How flexible are our learning environments and offers to meet the needs of pupils with ASD? |
| Further Reading |
| Munkhaugen, E. K., E. Gjevik, A. H. Pripp, E. Sponheim, and T. H. Diseth. 2017. “School Refusal Behaviour: Are Children
and Adolescents with Autism Spectrum Disorder at a Higher Risk?” Research in Autism Spectrum Disorders 41: 31–38.
|
