Autism and the U.K. Secondary School Experience / Gayle Victoria DILLON in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.221-230 Titre : Autism and the U.K. Secondary School Experience Type de document : Texte imprimé et/ou numérique Auteurs : Gayle Victoria DILLON, Auteur ; Jean D. M. UNDERWOOD, Auteur ; Lauren J. FREEMANTLE, Auteur Article en page(s) : p.221-230 Langues : Anglais (eng) Mots-clés : autism  mainstream secondary schools  school experience Index. décimale : PER Périodiques Résumé : This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools. En ligne : http://dx.doi.org/10.1177/1088357614539833 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] Autism and the U.K. Secondary School Experience [Texte imprimé et/ou numérique] / Gayle Victoria DILLON, Auteur ; Jean D. M. UNDERWOOD, Auteur ; Lauren J. FREEMANTLE, Auteur . - p.221-230. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.221-230 Mots-clés : autism  mainstream secondary schools  school experience Index. décimale : PER Périodiques Résumé : This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools. En ligne : http://dx.doi.org/10.1177/1088357614539833 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

Parental Perspectives of Students With Autism Spectrum Disorders Transitioning From Primary to Secondary School in the United Kingdom / Gayle Victoria DILLON in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.111-121 Titre : Parental Perspectives of Students With Autism Spectrum Disorders Transitioning From Primary to Secondary School in the United Kingdom Type de document : Texte imprimé et/ou numérique Auteurs : Gayle Victoria DILLON, Auteur ; Jean D.M. UNDERWOOD, Auteur Année de publication : 2012 Article en page(s) : p.111-121 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  transition to secondary school  qualitative Index. décimale : PER Périodiques Résumé : Transferring from mainstream primary to secondary school can be especially problematic for children with an autism spectrum disorder. Two groups of parents (nine pretransition and six posttransition parents) contributed to this 15-month-long study. Perceptions of the pretransition group were captured through focus groups and in-depth interviews at three critical times: before transition, one term in, and after a full year of secondary schooling. The posttransition group provided retrospective perceptions. The data, coded using a grounded theory approach, confirmed that transition was problematic in the first year, although there were signs of integration by the second year of secondary school. The establishment of friendship groups and peer acceptance appeared to be the key criteria for successful transition. En ligne : http://dx.doi.org/10.1177/1088357612441827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Parental Perspectives of Students With Autism Spectrum Disorders Transitioning From Primary to Secondary School in the United Kingdom [Texte imprimé et/ou numérique] / Gayle Victoria DILLON, Auteur ; Jean D.M. UNDERWOOD, Auteur . - 2012 . - p.111-121. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.111-121 Mots-clés : autism spectrum disorders  transition to secondary school  qualitative Index. décimale : PER Périodiques Résumé : Transferring from mainstream primary to secondary school can be especially problematic for children with an autism spectrum disorder. Two groups of parents (nine pretransition and six posttransition parents) contributed to this 15-month-long study. Perceptions of the pretransition group were captured through focus groups and in-depth interviews at three critical times: before transition, one term in, and after a full year of secondary schooling. The posttransition group provided retrospective perceptions. The data, coded using a grounded theory approach, confirmed that transition was problematic in the first year, although there were signs of integration by the second year of secondary school. The establishment of friendship groups and peer acceptance appeared to be the key criteria for successful transition. En ligne : http://dx.doi.org/10.1177/1088357612441827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

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