Designed by the Pupils, for the Pupils: An Autism-Friendly School

Autor/inn/en	McAllister, Keith; Sloan, Sean
Titel	Designed by the Pupils, for the Pupils: An Autism-Friendly School
Quelle	In: British Journal of Special Education, 43 (2016) 4, S.330-357 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12160
Schlagwörter	Pervasive Developmental Disorders; Autism; Educational Facilities Design; Secondary School Students; Design Requirements; Preferences; Educational Environment; Mainstreaming; Instructional Design; Student Attitudes + Suchen Sie Ihr Suchwort? Autismus; Sekundarschüler; Design preferences; Gestaltungsmittel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten
Abstract	There is growing interest in promoting autism-friendly environments, especially in a school setting. Findings to date have generally advocated an accepted reductionist or generalist approach when providing an autism-friendly built environment. However, previous studies, while very well intentioned, have rarely involved those with autism spectrum condition (ASC) to comment on and then instruct designers on what, for them, constitutes an autism-friendly learning environment. If going to be truly inclusive, the authors contend that those who are most knowledgeable about ASC, those with ASC, should, whenever possible, be given the opportunity to comment on the design of our shared built environment. Hence this article first introduces some of the challenges faced by those with ASC in trying to cope with their surroundings, before proceeding to outline the development of a simple school design "jigsaw" kit that helped pupils with ASC to communicate ideas for their perfect school. Used in four design workshops, secondary school aged pupils (aged 13 to 18) with ASC imparted their likes, dislikes and what was most important to them within the school environment. This facilitated comparison with current autism-friendly guidelines and provides a valuable insight into the mind of the secondary pupil with ASC. It is hoped that by increasing awareness and then including those with ASC in describing what might constitute an autism-friendly learning environment, it will help facilitate greater inclusion of the child with ASC into mainstream education and society at large. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01