Barriers to Tests and Exams for Autistic Pupils: Improving Access and Longer-Term Outcomes

Autor/inn/en	Wood, Rebecca; Happé, Francesca
Titel	Barriers to Tests and Exams for Autistic Pupils: Improving Access and Longer-Term Outcomes
Quelle	In: International Journal of Inclusive Education, 27 (2023) 5, S.603-619 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wood, Rebecca) ORCID (Happé, Francesca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1866685
Schlagwörter	Students with Disabilities; Autism Spectrum Disorders; Barriers; Elementary Schools; Access to Education; Tests; Stress Variables; Test Bias; Success; Foreign Countries; Testing; Testing Accommodations; Student Attitudes; Parent Attitudes; Teacher Attitudes; Role of Education; Alternative Assessment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Elementary school; Grundschule; Volksschule; Education; Access; Bildung; Zugang; Bildungszugang; Examination; Prüfung; Examen; Testkritik; Erfolg; Ausland; Testdurchführung; Testen; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter; Schülerverhalten; Elternverhalten; Lehrerverhalten; Bildungsauftrag
Abstract	Despite the availability of access arrangements for tests and exams for pupils with special educational needs and disabilities, many autistic children and young people have low academic achievements. There is also a lack of consensus on what their educational priorities should be and a failure to link their school programmes to longer-term outcomes. More broadly in the UK, the value of tests in primary school is contested. In this qualitative study based in five mainstream primary schools in England, school staff (n = 36), autistic children (n = 10), their parents (n = 10), autistic adults (n = 10), and a sample of parents of children in the same class as the participating autistic children (n = 63) provided their views on school tests and educational priorities for primary school pupils. Findings reveal mixed opinions on what autistic pupils should study in school, and suggest that they are not receiving the access arrangements for tests to which they are potentially entitled. Additional factors, including stress in school and the language of test questions, create further barriers to education and success in tests. Addressing these issues and consulting with autistic pupils on their educational priorities could help improve their future well-being and attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01