Craig Goodall
Biographic Data
| ID | 4628114 |
|---|---|
| NAME | Craig Goodall |
| GIVEN NAMES | Craig |
| FAMILY NAME | Goodall |
| SIGNATURE | GOODALL C |
| AFFILIATIONS | St Mary's University College Belfast UK |
| ORCID | 0000-0002-5713-9009 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Anxiety floods the entire system: A qualitative study exploring teacher perspectives regarding how anxiety impacts autistic pupils with co‐occurring intellectual disabilities
This qualitative study investigates teachers' perspectives on anxiety among autistic learners with intellectual disabilities (ID) in special school settings. Research in this area remains limited, with existing studies often overlooking the distinct ways anxiety manifests and interacts with ID in this population. Semi‐structured interviews with eight teachers explored their views on anxiety presentation, triggers and strategies for support. Refle…
Inclusion is a feeling, not a place: A qualitative study exploring autistic young people’s conceptualisations of inclusion
This study investigates from their perspectives, the educational experiences of twelve autistic young people (aged 11–17 years) for whom mainstream was, or is, challenging. This paper focuses on one theme from this study and presents how these young people experience, define and conceptualise inclusion. A flexible qualitative participatory approach was used incorporating a range of methods, including: one-to-one semi-structured interviews; draw a…
Mainstream is not for all: The educational experiences of autistic young people
This article highlights two current issues facing autistic young people in their pursuit of suitable education. First, mainstream education is advocated for all, from a rights-based perspective on inclusion, yet, as 12 autistic young people from Northern Ireland demonstrate, being academically able does not mean they are mainstream able. Second, autistic young people, who are largely missing from the debate on educational improvement, and in part…
Inclusion is a feeling, not a place: A qualitative study exploring autistic young people’s conceptualisations of inclusion
This study investigates from their perspectives, the educational experiences of twelve autistic young people (aged 11–17 years) for whom mainstream was, or is, challenging. This paper focuses on one theme from this study and presents how these young people experience, define and conceptualise inclusion. A flexible qualitative participatory approach was used incorporating a range of methods, including: one-to-one semi-structured interviews; draw a…
Inclusion is a feeling, not a place: A qualitative study exploring autistic young people’s conceptualisations of inclusion
This study investigates from their perspectives, the educational experiences of twelve autistic young people (aged 11–17 years) for whom mainstream was, or is, challenging. This paper focuses on one theme from this study and presents how these young people experience, define and conceptualise inclusion. A flexible qualitative participatory approach was used incorporating a range of methods, including: one-to-one semi-structured interviews; draw a…
Mainstream is not for all: The educational experiences of autistic young people
This article highlights two current issues facing autistic young people in their pursuit of suitable education. First, mainstream education is advocated for all, from a rights-based perspective on inclusion, yet, as 12 autistic young people from Northern Ireland demonstrate, being academically able does not mean they are mainstream able. Second, autistic young people, who are largely missing from the debate on educational improvement, and in part…
Anxiety floods the entire system: A qualitative study exploring teacher perspectives regarding how anxiety impacts autistic pupils with co‐occurring intellectual disabilities
This qualitative study investigates teachers' perspectives on anxiety among autistic learners with intellectual disabilities (ID) in special school settings. Research in this area remains limited, with existing studies often overlooking the distinct ways anxiety manifests and interacts with ID in this population. Semi‐structured interviews with eight teachers explored their views on anxiety presentation, triggers and strategies for support. Refle…
Autism Spectrum Disorder Research (3 works) · Developmental psychology (3 works) · Psychology (3 works) · Autism (2 works) · Family and Disability Support Research (2 works) · Feeling (2 works) · Inclusion (mineral (2 works) · Mainstream (2 works) · Qualitative research (2 works) · Social Psychology (2 works)