Nothing about us without us: listening to the stories of school experiences of adults with autism spectrum disorder
Loading...
Date
2017
Authors
Hiscott, Shaila Karen
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Students with autism spectrum disorders (ASD) should serve as a primary source of information when determining how to create supportive school environments. The purpose of this study is to listen to the voices of students with ASD to learn what conditions and practices support or undermine their achievement in schools. Based upon the premise that educators stand to gain from first-hand accounts, six adults with ASD from Winnipeg, Canada were interviewed about their lived experiences in schools. The stories were examined to discover aspects of the school environment that facilitated or hindered their social and academic progress. Results indicate that sensory demands, lack of friendships, bullying, unpredictability and lack of control are associated with undermining achievement, whereas compassionate peers and teachers, places for retreat and strengths-based approaches to working with students with ASD are supportive. Recommendations for educational practice to meet the needs of students with ASD are presented.
Description
Keywords
Autism, ASD