A Systematic Literature Review of Qualitative Research Methods for Eliciting the Views of Young People with ASD about Their Educational Experiences

Autor/inn/en	Fayette, Rainart; Bond, Caroline
Titel	A Systematic Literature Review of Qualitative Research Methods for Eliciting the Views of Young People with ASD about Their Educational Experiences
Quelle	In: European Journal of Special Needs Education, 33 (2018) 3, S.349-365 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2017.1314111
Schlagwörter	Qualitative Research; Research Methodology; Pervasive Developmental Disorders; Autism; Epistemology; Data Collection; Student Empowerment; Early Adolescents; Late Adolescents; Young Adults; Semi Structured Interviews; Foreign Countries; Educational Experience; Elementary School Students; Secondary School Students; College Students; Adult Education; Literature Reviews; United Kingdom; Australia; Singapore; Belgium + Suchen Sie Ihr Suchwort? Qualitative Forschung; Research method; Forschungsmethode; Autismus; Erkenntnistheorie; Data capture; Datensammlung; Studienberechtigung; Halbstarker; Young adult; Junger Erwachsener; Ausland; Bildungserfahrung; Sekundarschüler; Collegestudent; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Großbritannien; Australien; Singapur; Belgien
Abstract	Recent systematic reviews have found that the participation of adolescents and young people with Autism Spectrum Disorder (ASD) within research is limited despite an increasing international recognition of the importance of incorporating the views of all children and young people on matters that affect their lives. The purpose of this current systematic review was to explore the mechanisms, processes and perceived effectiveness of the methods used to elicit the views of young people with ASD about their educational experiences within qualitative research studies. Databases such as Applied Social Science Index and Abstract, web of knowledge, PsychInfo and web pages were searched for relevant studies between November 2015 and January 2016. Twelve identified studies were then screened using a trialled evaluation checklist and synthesised using the PRISMA guidelines. The current review identified data collection methods that were perceived to be useful in eliciting the views of young people with ASD about their educational experiences. Limitations such as the over-representation of participants who were able to engage in verbal discussion and the lack of detailed description of data collection and evaluation were also identified. Practical and research implications are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01