Systematic review on flexi‐schooling of autistic students
Bibliographic Data
Flexi‐schooling, an approach involving at least some instruction both at home and at school, has potential to adapt education to meet the needs of autistic students while also providing in‐person school benefits. This systematic international literature review of flexi‐schooling for autistic students aims to understand the advantages and disadvantages of this practice, why flexi‐schooling is chosen and the factors for a successful implementation. Eight hundred and fifty‐five studies were screened, of which eight met the search criteria and were analysed using thematic analysis. Flexi‐schooling is seen as a way to provide autistic students with an education that is constructed to meet individual needs and is flexible enough to address changes. Nevertheless, it can also be a challenging process that requires commitment, trust and additional effort from parents and teachers and may face various barriers. Flexi‐schooling can be difficult to implement due to power imbalances between school and home and a lack of communication and cooperation. Flexi‐schooling is an idea that has not yet been widely implemented in practice, and there is little information available about how it is put into action. Although it is rarely a first choice, it is often considered as a positive solution to a challenging and constantly changing situation
Developmental psychology · Mathematics education · Pedagogy · Special education · Special Educational Needs · Autism Spectrum Disorder Research · Child Development and Digital Technology · Family and Disability Support Research · Psychology · Social Psychology
Thematic Analysis
Parents’ perceptions of secondary school students’ motivation and well‐being before and during the Covid‐19 lockdown
‘After a long period of being in hibernation – These little green shoots were growing’. Lived experiences of effective support for autistic young people who have experienced extended school nonattendance
Parental perspectives of home‐schooling of children with special educational needs and disabilities during the Covid ‐19 pandemic
Annual Research Review
Trading places
Should we stay or should we go? Parent experiences of moving or considering moving their autistic child between mainstream schools
How parents home educate their children with an autism spectrum disorder with the support of the Schools of Isolated and Distance Education
The home‐education of children with special needs or disabilities in the UK
Family Economy, Rural School Choice, and Flexischooling Children with Disabilities
| Citation velocity | historical |
|---|---|
| Highly cited | No |