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dc.contributor.authorHasson, Laurence
dc.contributor.authorKeville, Saskia
dc.contributor.authorGallagher, Jen
dc.contributor.authorOnagbesan, Dami
dc.contributor.authorLudlow, Amanda
dc.date.accessioned2022-07-27T10:00:03Z
dc.date.available2022-07-27T10:00:03Z
dc.date.issued2022-05-09
dc.identifier.citationHasson , L , Keville , S , Gallagher , J , Onagbesan , D & Ludlow , A 2022 , ' Inclusivity in education for autism spectrum disorders: Experiences of support from the perspective of parent/carers, school teaching staff and young people on the autism spectrum ' , International Journal of Developmental Disabilities , vol. 70 , no. 2 , 2070418 , pp. 201-212 . https://doi.org/10.1080/20473869.2022.2070418
dc.identifier.issn2047-3869
dc.identifier.otherORCID: /0000-0003-2401-5226/work/116555438
dc.identifier.urihttp://hdl.handle.net/2299/25661
dc.description© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
dc.description.abstractInclusive practices mean many children with autism spectrum disorders (ASD) attend mainstream education settings. To manage the stressors involved and access its benefits, support can be critical. Indeed, insufficient support can detrimentally impact wellbeing, longer-term development, and the inclusivity agenda. Expanding a limited evidence-base on educational support after diagnosis, focus groups and interviews were conducted for eight parent/carers of children with ASD, twelve special education needs (SEN) school staff, and four children with ASD attending mainstream school. An inductive thematic analysis on the data elicited three themes: a system overwhelmed by unmet needs, the impact on quality of life, and hope for the future. The overwhelming finding was a significant lack of education support for parent/carers and school staff, with the mainstream education system poorly designed and insufficiently resourced to facilitate the inclusion of children with ASD, particularly for those impacted by historic difficulties with access. The tireless work of parent/carers and frontline SEN educators fostered a sense of hope and engendered inclusivity for the children who participated, who felt supported. Given their buffering role, protecting and supporting parent/carer and SEN teacher wellbeing requires a policy shift supporting longer term inclusivity alongside improvements in funding streams and accessibility in provision.en
dc.format.extent13
dc.format.extent850724
dc.language.isoeng
dc.relation.ispartofInternational Journal of Developmental Disabilities
dc.subjectAutism spectrum disorder; inclusivity; education; support; children and young people; teachers; parent/carers
dc.subjectchildren and young people
dc.subjectinclusivity
dc.subjecteducation
dc.subjectparent/carers
dc.subjectteachers
dc.subjectsupport
dc.subjectAutism spectrum disorder
dc.subjectPsychiatry and Mental health
dc.subjectDevelopmental and Educational Psychology
dc.titleInclusivity in education for autism spectrum disorders: Experiences of support from the perspective of parent/carers, school teaching staff and young people on the autism spectrumen
dc.contributor.institutionApplied Psychology Research Group
dc.contributor.institutionPsychology and NeuroDiversity Applied Research Unit
dc.contributor.institutionDepartment of Psychology, Sport and Geography
dc.contributor.institutionHealth and Clinical Psychology Research Group
dc.contributor.institutionCentre for Research in Psychology and Sport Sciences
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionPsychology
dc.description.statusPeer reviewed
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=85130156301&partnerID=8YFLogxK
rioxxterms.versionofrecord10.1080/20473869.2022.2070418
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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