An examination of inclusive education for children aged 5-11 with autistic spectrum disorders within mainstream primary schools

Costello, Caoimhe (2014) An examination of inclusive education for children aged 5-11 with autistic spectrum disorders within mainstream primary schools. BA dissertation, University of Portsmouth.

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    Abstract

    This dissertation outlines research concerning legislation and practices relating to the inclusion of children with Autistic Spectrum Disorders (ASDs) in mainstream primary schools. The research for this paper has been gathered from a range of books, journal articles, government publications, reports and websites. Various theories of ASDs and the way they affect ability to learn are investigated, linking this to strategies and adaptations that can be implemented in mainstream settings to support learning and inclusion. This dissertation seeks to establish how inclusive legislation has developed and how successfully strategies can be used in mainstream classrooms to support the inclusion and development of children aged 5-11 with ASD. Therefore, the history of inclusive legislation will be explored, examining recent developments surrounding the Support and Aspirations Green Paper (Department for Education, 2011), as well as examining evidence of the effectiveness of common classroom strategies. The analysis of various sources within this dissertation has lead to the conclusion that although legislation has developed significantly so that children with ASD have more rights regarding inclusion, there are still barriers, such as the lack of sufficient teacher training, which the Coalition government are attempting to address in the new Special Educational Needs Code of Practice (Department for Education & Department of Health, 2013). For many children, particularly those with high-functioning ASD, inclusion in mainstream classrooms rather than segregation in special school settings can offer unparalleled opportunities for social development; however consideration on an individual basis is crucial. This paper has also found the importance of a whole-school approach to understanding the effects of ASD and supporting inclusion, concluding that structured, visual-based teaching and learning, Social Stories and circle of friends can promote learning and inclusion, often also benefiting others in the class.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Education and Childhood Studies
    Depositing User: Jane Polwin
    Date Deposited: 15 Jul 2015 16:28
    Last Modified: 15 Jul 2015 16:28
    URI: http://eprints.port.ac.uk/id/eprint/17711

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