Barriers to tests and exams for autistic pupils
Improving access and longer-term outcomes
Bibliographic Data
| ID | 12577804 |
|---|---|
| Authors | Rebecca Wood (0000-0001-8160-6212, King's College London, corresponding author), Francesca Happé (0000-0001-9226-4000, King's College London) |
| Year | 2020 |
| Volume | 27 |
| Issue | 5 |
| Pages | 603-619 |
| Publication date | 2020-12-30 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2020.1866685 |
| OpenAlex | W3116740771 |
| Language | EN |
| Citations received | 4 |
| References cited | 34 |
Despite the availability of access arrangements for tests and exams for pupils with special educational needs and disabilities, many autistic children and young people have low academic achievements. There is also a lack of consensus on what their educational priorities should be and a failure to link their school programmes to longer-term outcomes. More broadly in the UK, the value of tests in primary school is contested. In this qualitative study based in five mainstream primary schools in England, school staff (n = 36), autistic children (n = 10), their parents (n = 10), autistic adults (n = 10), and a sample of parents of children in the same class as the participating autistic children (n = 63) provided their views on school tests and educational priorities for primary school pupils. Findings reveal mixed opinions on what autistic pupils should study in school, and suggest that they are not receiving the access arrangements for tests to which they are potentially entitled. Additional factors, including stress in school and the language of test questions, create further barriers to education and success in tests. Addressing these issues and consulting with autistic pupils on their educational priorities could help improve their future well-being and attainment
Autism · Class (philosophy · Developmental psychology · Educational attainment · Inclusion (mineral · Mainstream · Mainstreaming · Medical education · Pedagogy · Political science · Psychiatry · Special education · Special Educational Needs · Special needs · Test (biology · Autism Spectrum Disorder Research · Disability Education and Employment · Family and Disability Support Research · Medicine · Psychology · Social Psychology
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| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |