Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools : a mixed methods approach
Ballantyne, Carrie and Wilson, Claire and Toye, Martin K. and Gillispie-Smith, Karri (2024) Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools : a mixed methods approach. International Journal of Inclusive Education, 28 (9). pp. 1838-1857. ISSN 1360-3116 (https://doi.org/10.1080/13603116.2022.2036829)
Preview |
Text.
Filename: Ballantyne_etal_IJIE_2022_Knowledge_and_barriers_to_inclusion_of_ASC_pupils.pdf
Final Published Version License: Download (5MB)| Preview |
Abstract
Inclusion of autistic pupils into mainstream schools is common practice and staff should have adequate knowledge on teaching and managing classroom behaviour. However, autism knowledge among teaching staff may be inconsistent. A mixed-methods design examined differences between school staff in autism knowledge, perceived barriers to inclusion and required support. 138 early years staff, school teachers and pupil support assistants took part. Knowledge and experience were assessed using Knowledge about Childhood Autism among Health Workers questionnaire (KCAHW; [Bakare, M. O., P. O. Ebigbo, A. O. Agomoh, and N. C. Menkiti. 2008. Knowledge about childhood autism among health workers (KCAHW) questionnaire: description, reliability and internal consistency. Clinical Practice and Epidemiology in Mental Health 4 (1): 17]). Qualitative measures addressed perceived barriers to inclusion and recommended supports. Significant differences in the knowledge of autism scores were shown. Similar themes were identified across all staff, with five themes reflecting barriers to inclusion (Knowledge, Support, Training, Management of ASC features and Parent involvement) and four themes relating to required support (Individualising educational experience, Changes to learning spaces, Opportunities to learn about ASC and Communication). Government inclusion policy should take a whole school approach and consider staffs’ actual and perceived barriers to inclusion of autistic children.
ORCID iDs
Ballantyne, Carrie, Wilson, Claire ORCID: https://orcid.org/0000-0003-1054-4928, Toye, Martin K. and Gillispie-Smith, Karri;-
-
Item type: Article ID code: 79463 Dates: DateEvent28 July 2024Published16 February 2022Published Online27 January 2022AcceptedSubjects: Education Department: Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education Depositing user: Pure Administrator Date deposited: 03 Feb 2022 15:47 Last modified: 01 Oct 2024 00:39 URI: https://strathprints.strath.ac.uk/id/eprint/79463