Inclusion is a feeling, not a place
A qualitative study exploring autistic young people’s conceptualisations of inclusion
Bibliographic Data
| ID | 12579596 |
|---|---|
| Authors | Craig Goodall (0000-0002-5713-9009, Queen's University, corresponding author) |
| Year | 2018 |
| Volume | 24 |
| Issue | 12 |
| Pages | 1285-1310 |
| Publication date | 2018-09-18 |
| Peer Reviewed | Yes |
| 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 | 10.1080/13603116.2018.1523475 |
| OpenAlex | W2891468868 |
| Language | EN |
| Citations received | 23 |
| References cited | 61 |
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 and write activities; a beans and pots activity; and, diamond ranking activities. These methods, and the topics discussed, were developed by an advisory group of three young people.Outcomes of this study suggest that mainstream school is not suitable for all autistic young people. Inclusion, for them, is not synonymous with mainstream and can occur in any school. They defined inclusion as belonging, being valued and wanted as a person by teachers, of fairness and of being afforded the necessary support to access and thrive in education. In short, inclusion is a feeling (a sense of belonging), not a place (mainstream or otherwise)
Developmental psychology · Feeling · Inclusion (mineral · Mainstream · Mainstreaming · Participatory action research · Pedagogy · Qualitative research · Social science · Sociology · Special education · Autism Spectrum Disorder Research · Early Childhood Education and Development · Family and Disability Support Research · Psychology · Social Psychology
‘I Do Often Feel Like We Were Given a Magic Wand’ – Children's and Families’ Experiences of Allied Health Services for Developmental and Disability Needs in Rural and/or Remote South Australia
Using body mapping within a participatory methodology to enable autistic girls to share their experiences of education
Looking back
Behind the Paintbrush
Home schooling during the Covid-19 pandemic in the United Kingdom
Examining the utilization of participatory research with autistic youth in mainstream/public schools
“I Saw Things through a Different Lens…”
Building community or perpetuating inclusionism? The representation of “inclusion” on fitness facility websites
Developing the emotion regulation skills of autistic pupils in educational settings
How can we make our schools less mainstream, and more inclusive
Capturing the perspectives of students with autism on their educational experiences
What autistic students say about their learning and teaching experiences in mainstream secondary school
Influencers With Intellectual Disability in Digital Society
Educational experiences of autistic students
Exploring the perspectives and voices of students with autism on the academic adjustments they receive
It is important to be involved’
Understanding teaching practices for inclusive participation of students with autism in Saudi Arabian primary schools
This school is 100% not autistic friendly!’ Listening to the voices of primary-aged autistic children to understand what an autistic friendly primary school should be like
Pedagogy of empowerment
Care does not just belong at home
The Salamanca Statement and sign language education for deaf learners 25 years on
The illusion of choice in inclusive education
Transformative Inclusion
The Irregular School
Making Education for All inclusive
Anxiety in children and adolescents with autism spectrum disorders
Make me normal'
Reframing inclusive education
The Politics of Special Educational Needs
Desired Outcomes for Children and Adolescents with Autistic Spectrum Disorders
Methodological aspects of collecting data from children
A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking
Transition to Inclusive Education Systems According to the Convention on the Rights of Persons with Disabilities
Critical dialogue, critical methodology
What is school like? Perspectives of Singaporean youth with high-functioning autism spectrum disorders
Voices on
Teaching students with autism spectrum disorder in mainstream post-primary schools in the Republic of Ireland
Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators
Students with autism in regular classes
Limits to and possibilities for educational reform
Working with autistic children and young people
Hidden contradictions and conditionality
On the ontological status of autism
The Right to Inclusive Education According to Article 24 of the UN Convention on the Rights of Persons with Disabilities
A Question of Universality
Using thematic analysis in psychology
Qualitative research methods for the social sciences
Successful Qualitative Research
Developing inclusive education systems
Criteria for assessing the trustworthiness of naturalistic inquiries
Why Won't They Listen to Us
The Ambiguity of the Child's 'Voice' in Social Research
Seeking the analytic imagination
Beyond the standard interview
| Unique citing works | 23 |
|---|---|
| Citations per year | 3,29 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |