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Auteur Paula FLYNN |
Documents disponibles écrits par cet auteur (1)
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A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools / Finbar HORGAN in Autism, 27-2 (February 2023)
[article]
Titre : A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools Type de document : Texte imprimé et/ou numérique Auteurs : Finbar HORGAN, Auteur ; Neil KENNY, Auteur ; Paula FLYNN, Auteur Article en page(s) : p.526-538 Langues : Anglais (eng) Mots-clés : adolescents autism spectrum disorders education services qualitative research school-age children Index. décimale : PER Périodiques Résumé : Internationally, there is a growing trend towards the inclusion of autistic pupils within mainstream schools. However, concerns have been expressed regarding this policy roll-out preceding empirical evidence demonstrating effective outcomes for autistic students. Concerns have also been expressed regarding the absence of the voices of autistic pupils themselves within research and policy literature. This review seeks to synthesise evidence from qualitative studies relating to the experiences and perspectives of autistic young people enrolled in mainstream second-level or post-primary education. Searches were carried out on three bibliographic databases: Education Research Complete, Education Resources Information Centre and PsychInfo. One thousand sixty-three studies were identified through a combination of database and hand searches of which 33 met the inclusion criteria for the review. Data were synthesised using ˜thematic synthesis’ and the validity of included studies was assessed using the ˜Critical Appraisal Skills Programme’ (CASP) checklist. Thematic synthesis resulted in the development of three analytical themes: ˜Demands of mainstream placements’, ˜Social participation’ and ˜Impacts on the student’. Our analysis revealed that for many autistic young people, mainstream school is a complex and demanding social environment. Further research conducted in partnership with this cohort is essential as inclusive policy and practice continues to develop. En ligne : http://dx.doi.org/10.1177/13623613221105089 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493
in Autism > 27-2 (February 2023) . - p.526-538[article] A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools [Texte imprimé et/ou numérique] / Finbar HORGAN, Auteur ; Neil KENNY, Auteur ; Paula FLYNN, Auteur . - p.526-538.
Langues : Anglais (eng)
in Autism > 27-2 (February 2023) . - p.526-538
Mots-clés : adolescents autism spectrum disorders education services qualitative research school-age children Index. décimale : PER Périodiques Résumé : Internationally, there is a growing trend towards the inclusion of autistic pupils within mainstream schools. However, concerns have been expressed regarding this policy roll-out preceding empirical evidence demonstrating effective outcomes for autistic students. Concerns have also been expressed regarding the absence of the voices of autistic pupils themselves within research and policy literature. This review seeks to synthesise evidence from qualitative studies relating to the experiences and perspectives of autistic young people enrolled in mainstream second-level or post-primary education. Searches were carried out on three bibliographic databases: Education Research Complete, Education Resources Information Centre and PsychInfo. One thousand sixty-three studies were identified through a combination of database and hand searches of which 33 met the inclusion criteria for the review. Data were synthesised using ˜thematic synthesis’ and the validity of included studies was assessed using the ˜Critical Appraisal Skills Programme’ (CASP) checklist. Thematic synthesis resulted in the development of three analytical themes: ˜Demands of mainstream placements’, ˜Social participation’ and ˜Impacts on the student’. Our analysis revealed that for many autistic young people, mainstream school is a complex and demanding social environment. Further research conducted in partnership with this cohort is essential as inclusive policy and practice continues to develop. En ligne : http://dx.doi.org/10.1177/13623613221105089 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493