How do autistic children access the curriculum and tests in mainstream primary schools? How can inclusion be improved?

Introduction As increasing numbers of children are diagnosed with autism, there are ever growing numbers attending mainstream primary schools. While the general trend - driven by sociological, legal and pedagogical... [ view full abstract ]

Introduction
As increasing numbers of children are diagnosed with autism, there are ever growing numbers attending mainstream primary schools. While the general trend - driven by sociological, legal and pedagogical developments – is towards educational inclusion, many autistic children continue to experience different forms of exclusion. Further, despite important initiatives in staff training, curriculum development and environmental adaptations, little attention is paid to how autistic children participate and perform in school tests. My PhD project focusses on this and other aspects of inclusion in order to improve the longer terms outcomes of autistic children.
Methodology
This is a predominantly interpretative project, although its methods are mixed. Its theoretical underpinning provides that autism is an aspect of human diversity, rather than a set of impairments. Structured in four phases and centred on five mainstream primary schools, this is a multi-perspective study, incorporating the views of autistic children, their parents, autistic adults and school staff, using questionnaires, observations, interviews and focus groups. Data analysis is via thematic analysis.
Results
In this study, participation in the curriculum and school tests, and understanding how to support autistic children in them, is revealed as highly varied. Conceptualisations of autism and the setting of educational priorities varied between participants. Inclusion is multi-faceted and often misunderstood, but engagement with autistic individuals provides essential pedagogical insights.
Conclusions
Inclusion should be viewed holistically and is facilitated by an understanding of the particular characteristics, qualities and needs of autistic children, as well as their learning and communication styles. National guidelines on autism-specific accommodations and adaptations to school tests may be required.

The researcher is funded by a full-time post-graduate scholarship and followed the robust ethical procedures of the University of Birmingham. This included processes of recruitment and the provision of clear information so... [ view full abstract ]

The researcher is funded by a full-time post-graduate scholarship and followed the robust ethical procedures of the University of Birmingham. This included processes of recruitment and the provision of clear information so that consent and assent were fully informed and regularly checked. All participants were informed of their right to withdraw and provided with anonymity and confidentiality. The researcher has considerable experience working with autistic children and sought to ensure that those who participated were comfortable and relaxed about doing so, incorporating methods and approaches which were specific to each child. Autistic adults were also provided with different options for participation in order to facilitate their involvement.