[article]
| Titre : |
How can we recognise anxiety and support wellbeing in primary-aged autistic children in a special school? |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Holly ANDRAS, Auteur |
| Article en page(s) : |
p.26-33 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Almost every text and study on autism refers to the heightened levels of anxiety experienced by autistic children and adults. When anxiety is frequent, this adversely affects a person's wellbeing and their happiness and the ability to function and to learn. School is a more demanding place for autistic students than their neurotypical peers in terms of the social demands and the sensory and physical environment. It is therefore vital that staff have ways to recognise the signs of anxiety in an individual student and to lessen the demands and experiences that are thought to raise their anxiety. In this study, as part of her undergraduate Primary Education degree at the University of Cambridge, the author explores the views of teaching staff working in a special school with primary-aged autistic children on how they work to reduce anxiety and to promote wellbeing. They identified a number of factors which were likely to increase the children’s anxiety and described ways in which they worked to reduce their anxiety during the school day. Recommendations for further research are made, including exploring the anxiety of autistic children attending mainstream schools. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 |
in Good Autism Practice - GAP > 25-1 (May 2024) . - p.26-33
[article] How can we recognise anxiety and support wellbeing in primary-aged autistic children in a special school? [Texte imprimé et/ou numérique] / Holly ANDRAS, Auteur . - p.26-33. Langues : Anglais ( eng) in Good Autism Practice - GAP > 25-1 (May 2024) . - p.26-33
| Index. décimale : |
PER Périodiques |
| Résumé : |
Almost every text and study on autism refers to the heightened levels of anxiety experienced by autistic children and adults. When anxiety is frequent, this adversely affects a person's wellbeing and their happiness and the ability to function and to learn. School is a more demanding place for autistic students than their neurotypical peers in terms of the social demands and the sensory and physical environment. It is therefore vital that staff have ways to recognise the signs of anxiety in an individual student and to lessen the demands and experiences that are thought to raise their anxiety. In this study, as part of her undergraduate Primary Education degree at the University of Cambridge, the author explores the views of teaching staff working in a special school with primary-aged autistic children on how they work to reduce anxiety and to promote wellbeing. They identified a number of factors which were likely to increase the children’s anxiety and described ways in which they worked to reduce their anxiety during the school day. Recommendations for further research are made, including exploring the anxiety of autistic children attending mainstream schools. |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 |
|
How can we recognise anxiety and support wellbeing in primary-aged autistic children in a special school? in Good Autism Practice - GAP, 25-1 (May 2024)