Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school?

Research output: Contribution to journalArticlepeer-review


Colleges, School and Institutes

External organisations

  • University of East London


This research identifies the way in which one secondary school with a resourced provision for students with Asperger syndrome promotes social inclusion for them, and the perceptions of staff members and parents on the social experience of schooling for these children. Interviews were conducted with five teachers, two learning support assistants, and the head of the resourced provision. Questionnaires were completed by eight parents of students with Asperger syndrome who attend the provision. The research found that a positive social experience of schooling was perceived by members of staff and parents due to the additional support of the resource in teaching social skills, providing a safe place and support from the learning support assistants. Some negative perceptions of social experience were also reported, which highlighted the need for educational provision for students on the autism spectrum to be considered at an individual level.


Original languageEnglish
Pages (from-to)129-143
Number of pages15
JournalSupport for Learning
Issue number2
Publication statusPublished - 9 Aug 2017


  • Asperger syndrome, Parental perceptions, secondary school, social inclusion, Staff perceptions