"Camouflaging" by Adolescent Autistic Girls Who Attend Both Mainstream and Specialist Resource Classes: Perspectives of Girls, Their Mothers and Their Educators

Autor/inn/en	Halsall, Joanne; Clarke, Chris; Crane, Laura
Titel	"Camouflaging" by Adolescent Autistic Girls Who Attend Both Mainstream and Specialist Resource Classes: Perspectives of Girls, Their Mothers and Their Educators
Quelle	In: Autism: The International Journal of Research and Practice, 25 (2021) 7, S.2074-2086 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Halsall, Joanne) ORCID (Crane, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211012819
Schlagwörter	Autism; Pervasive Developmental Disorders; Females; Mainstreaming; Special Classes; Adolescents; Barriers; Mental Health; Gender Differences; Peer Acceptance; Student Behavior; Foreign Countries; Friendship; Peer Relationship; Symptoms (Individual Disorders); Parent Attitudes; Teacher Attitudes; United Kingdom (England); Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Autismus; Weibliches Geschlecht; Special class; Sonderklasse; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychohygiene; Geschlechterkonflikt; Student behaviour; Schülerverhalten; Ausland; Freundschaft; Peer-Beziehungen; Psychiatrische Symptomatik; Elternverhalten; Lehrerverhalten
Abstract	Autistic girls' heightened social motivation and associated social coping strategies, such as camouflaging, mean they may be less likely to receive appropriate support in mainstream schools. In this research, a multi-informant approach was used to examine the camouflaging strategies used by autistic girls within specialist resource classes attached to mainstream schools (whereby girls transition between resource classes and mainstream classes). Semi-structured interviews were conducted with eight adolescent girls, their parents (eight mothers) and their educators (six teaching assistants/aides and one senior staff member) about the girls' camouflaging experiences. Using reflexive thematic analysis, four themes were identified: (1) inconsistencies and contradictions in camouflaging, (2) challenges of relationships and 'finding a tribe', (3) learning, inclusion and awareness and (4) consequences of camouflaging. These results highlight the challenges that the girls experienced when attempting to hide their autism and fit within both mainstream classes and specialist resource classes. These challenges had significant impacts on the girls' relationships and learning, as well as consequences for their mental health. The findings highlight the need for increased awareness of how camouflaging presents across the autism spectrum and suggests that individualised, evidence-based support will be essential for enabling autistic girls to flourish in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01