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

Landor, F. and Perepa, P. (2017) Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school? Support for Learning. 32(2), pp. 129-143. 1467-9604.

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Perepa_Prithvi_and_Landor_Floriane_WIL_2017_Do_resource_bases_enable_social_inclusion_of_students_with_Asperger_syndrome_in_a_mainstream_secondary_school
Perepa_Prithvi_and_Landor_Floriane_WIL_2017_Do_resource_bases_enable_social_inclusion_of_students_with_Asperger_syndrome_in_a_mainstream_secondary_school.pdf - Accepted Version
Information
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.
Additional Information:
PLEASE LEAVE FOR NICK TO ADD FROM NECTAR - http://nectar.northampton.ac.uk/9736/1/Landor20179736.pdf
Uncontrolled Keywords:
Asperger syndrome, parental perceptions, secondary school, social inclusion, staff perceptions
Creators:
Landor, F. and Perepa, P.
Faculties, Divisions and Institutes:
?? FHE ??
Date:
9 August 2017
Date Type:
Publication
Page Range:
pp. 129-143
Journal or Publication Title:
Support for Learning
Volume:
32
Number:
2
Number of Pages:
15
Language:
English
DOI:
10.1111/1467-9604.12158
ISSN:
1467-9604
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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