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Auteur Craig GOODALL |
Documents disponibles écrits par cet auteur (2)
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‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people / Craig GOODALL in Autism & Developmental Language Impairments, 3 (January-December 2018)
[article]
Titre : ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people Type de document : Texte imprimé et/ou numérique Auteurs : Craig GOODALL, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimMore autistic young people are being educated in mainstream schools. While existing research suggests that the outcomes of mainstream inclusion are mixed for autistic young people, few studies have examined their views and experiences directly. This article discusses the educational experiences of 12 autistic young people (aged 11?17 years) from their perspectives and how education could be improved to better support the others with autism.MethodsA flexible qualitative participatory approach was used which incorporated a range of methods, including individual semi-structured interviews, diamond ranking activities and draw-and-tell activities. A Children?s Research Advisory Group (CRAG) advised on the methods used and matters to be explored.ResultsThe young people offered insights into how education has been for them in mainstream school, mostly negative, but with islets of positive experience. Several described themselves as being socially, emotionally and physically isolated from peers, with loneliness and bullying experienced by some. Participants felt unsupported and misunderstood by teachers within a social and sensory environment that was antithetical to their needs. Some spoke of the dread they felt before and during school and the negative impact their experiences in mainstream has had on their wellbeing. Many participants suggested simple strategies and curriculum adaptations that they felt would have helped make their time at mainstream more successful. These include having more breaks, smaller class sizes, less homework, instructions broken down, safe places to use when anxious and teachers who listen to their concerns and take account of their needs. In short they want to be understood, supported and included.ConclusionsThere exists scope to better support autistic young people in mainstream education, as evidenced by the literature and the participants in this paper. The participants demonstrate that mainstream is not working for all and that changes, such as smaller class sizes, flexible pedagogy and understanding could improve education for autistic learners.ImplicationsAutistic young people can and should be central to the discussion on school improvement. They also show that being academically able for mainstream school should not be the only aspect when deciding on the suitability of mainstream school for meeting their needs. The young person?s social and emotional wellbeing must be considered to ensure they can flourish, and not flounder. En ligne : https://doi.org/10.1177/2396941518804407 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism & Developmental Language Impairments > 3 (January-December 2018)[article] ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people [Texte imprimé et/ou numérique] / Craig GOODALL, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 3 (January-December 2018)
Index. décimale : PER Périodiques Résumé : Background and aimMore autistic young people are being educated in mainstream schools. While existing research suggests that the outcomes of mainstream inclusion are mixed for autistic young people, few studies have examined their views and experiences directly. This article discusses the educational experiences of 12 autistic young people (aged 11?17 years) from their perspectives and how education could be improved to better support the others with autism.MethodsA flexible qualitative participatory approach was used which incorporated a range of methods, including individual semi-structured interviews, diamond ranking activities and draw-and-tell activities. A Children?s Research Advisory Group (CRAG) advised on the methods used and matters to be explored.ResultsThe young people offered insights into how education has been for them in mainstream school, mostly negative, but with islets of positive experience. Several described themselves as being socially, emotionally and physically isolated from peers, with loneliness and bullying experienced by some. Participants felt unsupported and misunderstood by teachers within a social and sensory environment that was antithetical to their needs. Some spoke of the dread they felt before and during school and the negative impact their experiences in mainstream has had on their wellbeing. Many participants suggested simple strategies and curriculum adaptations that they felt would have helped make their time at mainstream more successful. These include having more breaks, smaller class sizes, less homework, instructions broken down, safe places to use when anxious and teachers who listen to their concerns and take account of their needs. In short they want to be understood, supported and included.ConclusionsThere exists scope to better support autistic young people in mainstream education, as evidenced by the literature and the participants in this paper. The participants demonstrate that mainstream is not working for all and that changes, such as smaller class sizes, flexible pedagogy and understanding could improve education for autistic learners.ImplicationsAutistic young people can and should be central to the discussion on school improvement. They also show that being academically able for mainstream school should not be the only aspect when deciding on the suitability of mainstream school for meeting their needs. The young person?s social and emotional wellbeing must be considered to ensure they can flourish, and not flounder. En ligne : https://doi.org/10.1177/2396941518804407 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 The Right to Appropriate and Meaningful Education for Children with ASD / David MARSHALL in Journal of Autism and Developmental Disorders, 45-10 (October 2015)
[article]
Titre : The Right to Appropriate and Meaningful Education for Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : David MARSHALL, Auteur ; Craig GOODALL, Auteur Article en page(s) : p.3159-3167 Langues : Anglais (eng) Mots-clés : Inclusion Autism Children Human rights Education Index. décimale : PER Périodiques Résumé : This paper will explore from a ‘child’s rights perspective’ the ‘right’ of children with autistic spectrum disorder (ASD) to appropriate and meaningful education. Human ‘rights’ principles within international law will be evaluated in relation to how they have been interpreted and applied in relation to achieving this ‘right’. The International Convention of the Rights of the Child (United Nations in Convention on the rights of the child, office of the high commissioner, United Nations, Geneva, 1989) and the convention on the rights of the person with disability (United Nations in Convention on the rights of person’s with disabilities and optional protocol, office of the high commissioner, United Nations, Geneva, 2006) amongst others will be utilised to argue the case for ‘inclusive’ educational opportunities to be a ‘right’ of every child on the autistic spectrum. The efficacy of mainstream inclusion is explored, identifying the position that a ‘one size fits all’ model of education is not appropriate for all children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2475-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267
in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3159-3167[article] The Right to Appropriate and Meaningful Education for Children with ASD [Texte imprimé et/ou numérique] / David MARSHALL, Auteur ; Craig GOODALL, Auteur . - p.3159-3167.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3159-3167
Mots-clés : Inclusion Autism Children Human rights Education Index. décimale : PER Périodiques Résumé : This paper will explore from a ‘child’s rights perspective’ the ‘right’ of children with autistic spectrum disorder (ASD) to appropriate and meaningful education. Human ‘rights’ principles within international law will be evaluated in relation to how they have been interpreted and applied in relation to achieving this ‘right’. The International Convention of the Rights of the Child (United Nations in Convention on the rights of the child, office of the high commissioner, United Nations, Geneva, 1989) and the convention on the rights of the person with disability (United Nations in Convention on the rights of person’s with disabilities and optional protocol, office of the high commissioner, United Nations, Geneva, 2006) amongst others will be utilised to argue the case for ‘inclusive’ educational opportunities to be a ‘right’ of every child on the autistic spectrum. The efficacy of mainstream inclusion is explored, identifying the position that a ‘one size fits all’ model of education is not appropriate for all children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2475-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267