The Social Experiences and Sense of Belonging in Adolescent Females with Autism in Mainstream School

Autor/inn/en	Myles, Olivia; Boyle, Christopher; Richards, Andrew
Titel	The Social Experiences and Sense of Belonging in Adolescent Females with Autism in Mainstream School
Quelle	In: Educational & Child Psychology, 36 (2019) 4, S.8-21 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Adolescents; Females; Autism; Pervasive Developmental Disorders; Inclusion; Student Attitudes; Social Isolation; Interpersonal Relationship; Friendship; Interpersonal Competence; Mainstreaming; Gender Differences; Barriers; Asperger Syndrome; Secondary School Students; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Autismus; Inklusion; Schülerverhalten; Soziale Isolation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Freundschaft; Interpersonale Kompetenz; Geschlechterkonflikt; Asperger-Syndrom; Sekundarschüler; Ausland
Abstract	Aim(s): This qualitative study explored the social experiences and sense of belonging of adolescent females with autism in mainstream schooling. Method/rationale: The research explored the views of eight adolescent females with autism. Semi-structured interviews were used to explore the ways in which the students experience a sense of belonging and exclusion in school; and what they feel would support them socially. Findings: The findings suggest that key friendships, understanding and perceived social competence are important for adolescent females with autism in developing a sense of belonging in mainstream school. Adolescent females with autism are motivated to form a sense of belonging in school, but they also experience pressure to adapt their behaviour and minimise their differences in order to gain acceptance. Limitations: This study represents a small sample of adolescent females with autism, their parents and school staff. Further replication is needed before the findings can be generalised to other females with autism in mainstream school. Conclusions: The current study addressed an identified gap in the literature by seeking the first-hand views and experiences of adolescent females with autism in mainstream school. Consistent with prior research, the findings suggest that adolescent females with autism are motivated to seek social contact and form friendships in the same way as females without a diagnosis of autism. The findings also highlight the specific social difficulties experienced by females with autism and the way in which this can add to their feelings of exclusion in the school environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01