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Approaches to Inclusion and Social Participation in School for Adolescents with Autism Spectrum Conditions (ASC): a Systematic Research Review
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
2021 (English)In: Review Journal of Autism and Developmental Disorders, ISSN 2195-7177, Vol. 8, p. 37-50Article in journal (Refereed) Published
Abstract [en]

This systematic research review identifies approaches of inclusive education concerning adolescents with autism spectrum (ASC) without intellectual disability (ID). The definitions of inclusion, whose perspectives are taken into account, approaches, and the implications suggested for best practices are reviewed in the articles included in this study. The results show how inclusion is defined as a sense of social acceptance and an approach that physical placement in a regular class can lead to social participation. Taking into account students' perspectives is seen as important. Implications for best practice include information on how to improve school personnel's reflections on their responsibilities and expectations of students with disabilities and points to difficulties for teachers in meeting the diversity of students in the classroom.

Place, publisher, year, edition, pages
Springer, 2021. Vol. 8, p. 37-50
Keywords [en]
Autism spectrum conditions, Inclusive education, Social participation, Perspectives, Approach
National Category
Social Sciences Interdisciplinary
Identifiers
URN: urn:nbn:se:mau:diva-17498DOI: 10.1007/s40489-020-00209-8ISI: 000530259300001Scopus ID: 2-s2.0-85085076194OAI: oai:DiVA.org:mau-17498DiVA, id: diva2:1441903
Available from: 2020-06-16 Created: 2020-06-16 Last updated: 2025-01-14Bibliographically approved
In thesis
1. Dialectical Dimensions on Inclusive Education: Involving Students with Autism Spectrum Conditions
Open this publication in new window or tab >>Dialectical Dimensions on Inclusive Education: Involving Students with Autism Spectrum Conditions
2022 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

Purpose: The aim of this essay and its contribution to research is to identify the opportunities, pitfalls, and dilemmas that can arise when inclusive education is organized with regard to students with ASC. In order to create more understanding of the situation for students with ASC in schools, the study focus on school leadership.

Sub-studies: The essay consists of two studies. In the first study (1) the aim was to identify, describe, and analyze different research approaches to inclusive education and social participation for students with ASC, by performing a systematic research review. In the second study (2) principals of Swedish schools were interviewed, data collection was divided into three sets of interviews based on and using two models as tools in the analysis process. The models are the Index of Inclusion (Ainscow & Booth 2002) and three key concepts for inclusive school leadership (European Agency of Special Needs and Inclusive Education 2018; Óskarsdottir et al. 2020).

Theory: A dialectical approach (Clark, Dyson & Millward 1995; 1998) or the dilemma perspective (Nilholm 2003) have been used as a theoretical lens. This approach aims to provide a dynamic and abductive reasoning for the overall analysis in the essay, since inclusive education appears to create dilemmas when societal cultures and norms, bureaucracy, and structures meet. The analysis demonstrates that inclusive processes appear as dilemma-creating at different levels in the system and addresses democracy in terms of social justice.

Method: Crystallization is a term that relates to the practice of using multiple data sources and results, research approaches and lenses (Ellingson 2008; Tracy 2010), which leads to a more complex understanding being opened up in the overall analysis.

Knowledge contribution: Inclusion is mainly interpreted as the students’ experience of being socially accepted and having access to academic education and the curriculum. Principals’ feeling of loneliness in relation to their superiors—they need to fight for their students and their staff against decisionmakers higher up in the education system hierarchy. At the same time, it is noted that principals have agreat deal of freedom in their practice, but the issue of communication needs to be raised and support for principals is important. A discussion is needed about whose perspective is the prevailing one in decisionmaking processes in schools and in the school system.

Limitations: The data collection of the second study (2) took place via virtual meetings due to the pandemic. Virtual meetings are limited by the lack of being able to observe the interviewee's body language and nonverbal communication, as well as a small sample of respondents. These limitations affect the essay in general and thus to some extent reduce the possibility of generalizing the results.

Practical implications: This essay can contribute to a more comprehensive understanding of the inclusion concept in relation to students with ASC. It can potentially initiate forums for further discussions on the working conditions of principals in relation to their responsibilities and the expectations placed upon them. In addition, to conduct a continuous discussion about the importance of authenticity and accountability for all professionals in the school and its stakeholders. Development and improvement of structures that facilitate the inclusion of the student voice in decision-making processes are also seen as important.

Place, publisher, year, edition, pages
Malmö University Press, 2022. p. 142
Series
Malmö Studies in Educational Sciences: Licentiate Dissertation Series, ISSN 1653-6037 ; 46
Keywords
inclusive education, autism spectrum conditions, inclusive school leadership, principals, dialectical approach, dilemma perspective, school organization.
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-54914 (URN)10.24834/isbn.9789178773206 (DOI)978-91-7877-319-0 (ISBN)978-91-7877-320-6 (ISBN)
Presentation
2022-09-02, Orkanen, C 231, Nordenskiöldsgatan 10, Malmö, 13:15 (English)
Opponent
Supervisors
Note

Incorrect ISBN in publication: 987-91-7877-319-0 (print), 987-91-7877-320-6 (pdf)  

Available from: 2022-09-14 Created: 2022-09-14 Last updated: 2022-09-15Bibliographically approved

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