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

Research output: Contribution to journal › Article › peer-review

Standard

Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school? / Landor, Floriane; Perepa, Prithvi.

In: Support for Learning, Vol. 32, No. 2, 09.08.2017, p. 129-143.

Research output: Contribution to journal › Article › peer-review

Harvard

Landor, F & Perepa, P 2017, 'Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school?', Support for Learning, vol. 32, no. 2, pp. 129-143. https://doi.org/10.1111/1467-9604.12158

APA

Landor, F., & Perepa, P. (2017). Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school? Support for Learning, 32(2), 129-143. https://doi.org/10.1111/1467-9604.12158

Vancouver

Landor F, Perepa P. Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school? Support for Learning. 2017 Aug 9;32(2):129-143. https://doi.org/10.1111/1467-9604.12158

Author

Landor, Floriane ; Perepa, Prithvi. / Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school?. In: Support for Learning. 2017 ; Vol. 32, No. 2. pp. 129-143.

Bibtex

@article{f94dab486d2f4adfad38c6cc5d80c3b4,
title = "Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school?",
abstract = "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.",
keywords = "Asperger syndrome, Parental perceptions, secondary school, social inclusion, Staff perceptions",
author = "Floriane Landor and Prithvi Perepa",
year = "2017",
month = aug,
day = "9",
doi = "10.1111/1467-9604.12158",
language = "English",
volume = "32",
pages = "129--143",
journal = "Support for Learning",
issn = "0268-2141",
publisher = "Wiley",
number = "2",

}

RIS

TY - JOUR

T1 - Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school?

AU - Landor, Floriane

AU - Perepa, Prithvi

PY - 2017/8/9

Y1 - 2017/8/9

N2 - 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.

AB - 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.

KW - Asperger syndrome

KW - Parental perceptions

KW - secondary school

KW - social inclusion

KW - Staff perceptions

U2 - 10.1111/1467-9604.12158

DO - 10.1111/1467-9604.12158

M3 - Article

VL - 32

SP - 129

EP - 143

JO - Support for Learning

JF - Support for Learning

SN - 0268-2141

IS - 2

ER -