Title: What about My Voice? Autistic Young Girls' Experiences of Mainstream School

Autor/inn/en	Goodall, Craig; MacKenzie, Alison
Titel	Title: What about My Voice? Autistic Young Girls' Experiences of Mainstream School
Quelle	In: European Journal of Special Needs Education, 34 (2019) 4, S.499-513 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2018.1553138
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Asperger Syndrome; Adolescents; Secondary School Students; Females; Inclusion; Students with Disabilities; Childrens Rights; International Law; Treaties; Mainstreaming; Student Attitudes; Social Isolation; Anxiety; Friendship; Bullying; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Autismus; Asperger-Syndrom; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Weibliches Geschlecht; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; 'Children''s rights'; Kindesrecht; Law of nations; Völkerrecht; Abkommen; Schülerverhalten; Soziale Isolation; Angst; Freundschaft; Mobbing
Abstract	Recognition of inclusion in mainstream schools for all people with disabilities is enshrined in the Convention on the Rights of Persons with Disabilities (CRPD). General Comment 4 on Article 24 (Right to inclusive education) of the CRPD provides a concept of inclusion and its core features which we discuss here. Article 7 of the same enjoins state parties to give young people's opinions and views 'due weight' on matters that affect them. Despite calls to gather their views on education to better inform policy and practice, autistic young people have been largely missing from the research, girls most notably. Research on the efficacy of mainstream inclusion and the educational experiences of autistic young people has focused mainly on the perspectives of adult stakeholders such as parents, teachers and classroom assistants. Inspired by Article 7 of the CRPD, we present the educational experiences of two teenage girls with Asperger's Syndrome in a mainstream setting in the UK with respect to the school environment, teachers, the curriculum and peers. The findings from semi-structured interviews and a number of participatory methods reveal that girls reported feelings of exclusion, isolation and anxiety. We discuss these findings in the light of the concept of inclusion provided in the General Comment and conclude with the girls' recommendations on how to include people with ASD in mainstream settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01