Which barriers do autistic and non-autistic children experience in inclusive classrooms? An experience sampling approach.

Autor/inn/en	Serratore, Theresa; Berdelmann, Kathrin; Schmiedek, Florian
Titel	Which barriers do autistic and non-autistic children experience in inclusive classrooms? An experience sampling approach.
Quelle	In: European journal of special needs education, 40 (2025) 6, S. 1060-1075Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1469-591X
DOI	10.25656/01:33770 10.1080/08856257.2025.2474842
URN	urn:nbn:de:0111-pedocs-337707
Schlagwörter	Autismus; Schule; Inklusion
Abstract	Autistic children face individual barriers to their participation in mainstream schools. A key challenge for the inclusion of autistic children is the identification, consideration, and elimination of such barriers at school. However, these barriers may also be relevant for non-autistic children. This feasibility study aimed to demonstrate and use an experience sampling approach to capture and study individual barriers experienced by children in the everyday classroom context. A total of 48 children (six autistic) from fourth to sixth grade of a German mainstream school implementing inclusive education and their four teachers participated. The study consisted of an introductory session at school, a 10-day period with daily assessments, and a feedback questionnaire. Children reported on which barriers from different categories they experienced. Results show that autistic and non-autistic children experienced barriers from various categories at school. Both, autistic and non-autistic children differed considerably in how many and which barriers they experienced, highlighting the heterogeneity of children in inclusive classrooms. The findings emphasise the feasibility of assessing individual barriers in everyday school life using smartphone-based assessments. Findings will be used to develop a smartphone app prototype that allows to support the identification of barriers and therefore inclusion of those children. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3