Experienced inclusive education - bridges and barriers according to autistic students and students with ADHD in comparative school settings

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Leifler, EmmaGothenburg University,Göteborgs universitet,Institutionen för pedagogik och specialpedagogik,Department of Education and Special Education (författare)

Experienced inclusive education - bridges and barriers according to autistic students and students with ADHD in comparative school settings

Artikel/kapitelEngelska2024

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2024

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LIBRIS-ID:oai:gup.ub.gu.se/334805
https://gup.ub.gu.se/publication/334805URI

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Introduction: Inclusive education and what counts as evidence of inclusive settings by listening to students themselves is understudied. To assess and develop inclusive learning environments, key elements can be found through participatory research. Autistic students are at increased risk for mental disorders and are overrepresented among school absenteeism. Little is known about valuable phenomena for educational inclusion from the students’ perspective, inclusive pedagogy content and the comparative approach, where different settings are being evaluated. Objectives: This exploratory study examines perceived inclusion from the eyes of students. The current study builds on our previous experience (Leifler, Borg & Bölte, 2022) seeking to systematically enlarge it in terms of further evaluating the learning environment for enhanced inclusion. Methods: Participants are recruited from middle to secondary school. Sample size is at present nine students, where we continue interviews and the amount 20-25 is set as saturation, equal amount from inclusive and segregated settings, where specifically the lack of perspectives from girls will be covered. Data collection are semi structured interviews. Educational inclusion is measured by interviews with the students (both in regular and self-contained/nurturing groups). Data is handled with the NVivo 12 (QSR and Ltd.), and thematically analyzed. Results: The preliminary results based on the completed interviews (n = 9) demonstrate the importance of individual support, trust and healthy relationships with teachers. According to the responses, students are aware of their needs and wish for the support in regular setting, however do not believe it is manageably. Moreover, students in regular school settings express difficulties in managing in the changing school environment and are more often left alone with tasks and assignments. Students’ responses demonstrate differences in teachers’ inclusive skills. Conclusions/discussion: These tentative findings show bricks and barriers in inclusive as well as segregated school settings. As more student on the autism are attending inclusive environments, there is an urgent need of further analyzing the learning environment for the development of interventions e.g. aiming to increase social interactions and possibilities for enhanced participation. Significance: This study contributes to stakeholders and educators as well as to the society. Students’ well-being and safety in the school environment reduces school absenteeism and enhances academic achievement.

Ämnesord och genrebeteckningar

SAMHÄLLSVETENSKAP Utbildningsvetenskap hsv//swe
SOCIAL SCIENCES Educational Sciences hsv//eng
MEDICIN OCH HÄLSOVETENSKAP Annan medicin och hälsovetenskap Övrig annan medicin och hälsovetenskap hsv//swe
MEDICAL AND HEALTH SCIENCES Other Medical and Health Sciences Other Medical and Health Sciences not elsewhere specified hsv//eng
Inclusive education
autism
adhd
special didactics

Biuppslag (personer, institutioner, konferenser, titlar ...)

Holmqvist, Mona,1961 (författare)
Petersson-Bloom, Linda (författare)
Göteborgs universitetInstitutionen för pedagogik och specialpedagogik (creator_code:org_t)

Sammanhörande titlar

Ingår i:DADD The 25th international conference on autism, intellectual disability and developmental disabilities

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Av författaren/redakt...: Leifler, Emma; Holmqvist, Mona, ...; Petersson-Bloom, ...

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