Hebron, J and Bond, C (2017) Developing mainstream resource provision for pupils with autism spectrum disorder: parent and pupil perceptions. European Journal of Special Needs Education, 32 (4). pp. 556-571. ISSN 0885-6257
Abstract
The diverse needs of pupils with autism spectrum disorder (ASD) have led to a continuum of educational provision being promoted in many countries, and which is often developed at a local level. The majority of children and young people with ASD in the UK attend mainstream schools, and resourced mainstream schools are increasingly part of this continuum of provision. These schools offer additional environmental modifications and adult support over and above that normally provided by mainstream schools. How parents and pupils perceive such provisions has not previously been investigated. The current study was designed to explore the perceptions of parents and pupils in five primary and three secondary resource provision schools in one Local Authority during the pupils’ first year at the provisions. A series of interviews took place with 16 parents and 9 pupils during this initial year. Data were analysed using inductive and deductive thematic analysis. Bronfenbrenner’s bio-ecosystemic theory was used to conceptualise and organise the complex interactions between home, local education systems, school systems and sub-systems, and their impact on pupil outcomes over time. Findings and implications are discussed in relation to theory and practice.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2017 Informa UK Ltd., trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Special Needs Education on 27th March 2017, available online: http://www.tandfonline.com/10.1080/08856257.2017.1297569. |
Keywords: | autism spectrum disorder; inclusion; education; resource provision; pupil perceptions; parent perceptions |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 10 Aug 2017 11:21 |
Last Modified: | 27 Sep 2018 00:38 |
Status: | Published |
Publisher: | Taylor & Francis (Routledge) |
Identification Number: | 10.1080/08856257.2017.1297569 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:119999 |